
Book ^S_ 

.U6 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1917, No. 19 



REPORT 



OF A 



SURVEY OF THE UNIVERSITY 
OF NEVADA 




WASHINGTON 

GOVERNMENT PRINTING OFRCE 

1917 



-^^<-¥f^''Z^^\ ^^^-?^^^"^ T^s^r^a^^ 



BULLETIN OF THE BUREAU OF EDUCATION FOR 1917 „ 

Note.— With the exceptions indicated, the documents named below will be sent free of charge upon 
application to the Commissioner of Education, Washingtcm, D. C. Those marked witii an asterisk (*) 
are no longer available for free distribution, but may be had of the Superintendent of Documents, Gov- 
ernment Printing Office, Washington, D. C, upon payment of the price stated. Remittances should be 
made in coin, currency, or money order. Stamps are not accepted. 

A complete list of available publications will be sent upon application. 

*No. 1. Monthly record of current educatioiial publications, January, 1917. 5 cts. 

No. 2. Reorganization of English in secondary schools. J. F. Hosic. 

No. 3. Pine needle basketry in schools. W. G. A. Ham m el. 

No. 4. Secondary agricultural schools in Russia. W. S. Jesien. 

No. 5. Report of an inquiry into the administration and support of the Colorado 

school system. Katherine M. Cook and A. C. Monahan. 
No. 6. Educative and economic possibilities of school-directed home gardening in 

Richmond, Ind. J. L. Randall. 
No. 7. Monthly record of current educational publications, February, 1917. 
No. 8. Current practice in city school administration. W. S. Deffenbaugh. 
No. 9. Department-store education. Helen R. Norton. 
No. 10. Development of arithmetic as a school subject. W. S. Monroe. 
No. 11. Higher technical education in foreign countries. A. T. Smith and W. S. 

Jesien. 
No. 12. Monthly record of current educational publications, March, 1917. 
No. 13. Monthly record of current educational publications, April, 1917. 
No. 14. A graphic survey of book publication, 1890-1916. F, E. Woodward. 
No. 15. Studies in higher education in Ireland and Wales. George E. McLean. 
No. 16. Studies in higher education in England and Scotland. George E. McLean. 
No. 17. Accredited higher institutions. S. P. Gapen. 
No. 18. History of public school education in Delaware. S. B. Weeks. 
No. 19. Report of a survey of the University of Nevada. 
No. 20. Work of school children during out-of-school hours. C. D. Jarvia. 
No. 21. Monthly record of current educational publications, May, 1917. 
No. 22. Money value of education. A. Caswell Ellis. 
No. 23. Three short courses in home making. Carrie A. Lyford. 
No. 24. Monthly record of current educational publications. Index, February, 1916, 

to January, 1917. 
No. 25. Military training of youth of school age in foreign countries. W. S. Jesien. 
No. 26. Garden clubs in the schools of Englewood, N. J. Charles Orchard Smith. 
No. 27. Training of teachers of mathematics in secondary schools. R. C. Archibald. 
No. 28. Monthly record of current educational publications, June, 1917. 
No. 29. Practice teacMug for high school teachers. 
No. 30. School extension statistics, 1915-16. Clarence A. Perry. 
No. 31. Rural-teacher preparation in county training schools and high schools. 

H. W. Foght. 
No. 32. Work of the Bureau of Education for the natives of Alaska, 1915-16. 
No. 33, A comparison of the salaries of rural and urban superintendents of schools. 

A. C. Monahan and C. H. Dye. 
No. 34. Institutions in the United States gi\dng instruction in agriculture. A. C. 

Monahan and C. H. Dye. 
No. 35. The township, and community high school movement in Illinois. H. A. 

Hollister. 
No. 36. Demand for vocational education in the foreign countries at war. Anna T. 

Smith. 
No. 37. The conference on training for foreign service. Glen Levin Swiggett. 



DEPARTMENT OF THE INTERIOR 

" BUREAU OF EDUCATION 



BULLETIN. 1917, No. 19 



f <^L 



REPORT 

OF A 



SURVEY OF THE UNIVERSITY 
OF NEVADA 




WASHINGTON 
GOVERNMENT PRINTING OFHCE 

1917 



■ 8 
■ L/6 



ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

25 CENTS PER COPY 



D* ot i>. 

UEC 5 19ir 



^ CONTENTS 



Page. 

Letter of transmittal 4 

Introduction 5 

Chapter I. The University of Nevada and public sentiment : 7 

Chapter II. Government and control of the University of Nevada 14 

Board of regents 14 

Constitution of boards of regents in other States 15 

Principles of university control 24 

Policies of the board of regents ". 28 

Summary of recommendations 35 

Chapter III. Higher education in Nevada and the factors which condition it.. 36 

The State of Nevada 36 

Secondary education in Nevada 44 

Higher education in Nevada ' 50 

Organization and scope of the University of Nevada 58 

Summary of recommendations 61 

Chapter IV. The University of Nevada and the public service 62 

The public service division 62 

Chapter V. Standards and the distribution of the student body at the Uni- 
versity of Nevada 68 

Special students 72 

Continuance on the rolls of the university 80 

Distribution of students according to residence 82 

Summary of recommendations 84 

Chapter VI. Educational administration of the university 85 

Chapter VII. Training and experience of the faculty *. 93 

Summary of recommendations 98 

Chapter VIII. Work and remimeration of the teaching staff 99 

Summary of recommendations 107 

Chapter IX. Costs 108 

Chapter X. Organization and needs of separate divisions of the university. . . . 116 

The college of arts and sciences 116 

The Mackay School of Mines ' 117 

The school of electrical and mechanical engineering and the school of civil 

engineering 124 

The college of agriculture 126 

The Nevada State normal schoo 1 and the department of education 127 

The summer session 131 

Summary of recommendations 133 

Chapter XI. Conclusion and general simimary of recommendations 134 

General summary of recommendations 135 



Appendix. 



A. Questions asked the board of regents by the committee at the conference 

of Sept. 29 137 

B. Inquiry by the Nevada State Journal concerning university's finances, 

and the boards rejoinder 137 

C. Comparative tables 142 

D. Special students 146 

E. Salaries, courses, and teaching force 147 

F. Analysis of costs 162 

G. Physical education. 163 

H. Additional student distribution, from map 165 

3 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 
WasMngton, July 17, 1917. 
Sir: I am transmitting herewith for publication as a bulletin of 
the Bureau of Education the report of the survey of the University of 
Nevada, made under my direction and at the request of the governor 
of the State of Nevada by Samuel P. Capen, specialist in higher 
education in the Bureau of Education, and Edwin B. Stevens, 
executive secretary of the University of Washington. Although this 
report is primarily of interest to the citizens of the State of Nevada, 
it makes a contribution to the study of university administration 
which will have much interest for persons concerned with the man- 
iigement and control of similar institutions elsewhere and for all 
students of higher education. 

Kespectfully submitted. 

P. P. Claxton, 

Commissioner. 
The Secretary of the Interior. 



INTRODUCTION. 



On July 8, 1916, the Commissioner of Education was requested by 
the governor of Nevada to undertake the direction of a survey of the 
University of Nevada and to report the findings to the educational 
survey commission created by the 1915 legislature of the State. The 
commissioner acceded to the request and appointed Dr. Samuel P. 
Capen, specialist in higher education in the Bureau of Education, 
and Mr. Edwin B. Stevens, executive secretary of the University of 
Washington, as a committee to make the survey. 

During the months of August and September, 1916, the committee 
prepared elaborate inquiries, which were sent to the registrar and 
the financial ofl&cers of the institution. Members of the Bureau of 
Education also collected for the committee's use statistical material 
bearing on the population and industries of the State, on the devel- 
opment of its system of secondary and higher education, and on gen- 
eral educational conditions in the far West. 

The committee spent the period from September 18 to October 1 
at the university, in the personal examination -of its organization, 
resources, standards, and poHcies. It held conferences with the pres- 
ident, deans, financial and recording officers, heads of departments, 
and the leaders of student organizations. It inspected the buildings 
and equipment and reviewed the records of financial and educational 
operations. It also held conferences with various citizens of the 
State not connected with the university. On September 26 it met 
with the educational survey commission and submitted to the mem- 
bers an outline of the proposed scope of its report. This outline met 
with the approval of the commission and has been followed, with a 
few minor changes of order, in the preparation of this document. On 
September 29 the committee met with the board of regents of the 
imiversity. It discussed with the board the general policies of the 
institution and asked certain specific questions (printed in the Appen- 
dix, p. 137), to all of which it received full and frank replies. 

The committee formulated its conclusions and recommendations 
in conference on the 30th of September and the 1st and 2d of October. 
The following three months were devoted to the preparation of the 
report, the first draft of which was approved by the Commissi?)ner 
of Education and dispatched to the governor of Nevada, January 4, 
1917. 

5 



6 INTRODUCTION. 

The cliairman of the committee miet with the board of regents on 
February 7, 8, and 9, and discussed with members of the board the 
contents of the report. A few minor changes in the phrasing of por- 
tions of it were made in response to the board's suggestions. On 
February 11, 12, and 13 the chairman met with the former president, 
the deans and instructors, and various members of the faculty. As 
the result of these conferences, certain educational statistics were 
modified, a few phrases thought to be susceptible of misconstruction 
were changed, and one recommendation, based on what was shown 
to be an incorrect estimate of the enrollment, was eliminated. On 
February 14 the chairman presented the revised version of the report 
to the governor, at Carson City, and summarized for the benefit of 
certain legislative committees which dealt with university appropri- 
ations the principal recommendations of the report. On February 
17 an abstract of the document was sent to the governor and to rep- 
resentatives of the Nevada press. 

The committee takes this opportunity to record its grateful recog- 
nition of the patience and courtesy with which aU of its requests for 
information have been met by the officers and faculty of the univer- 
sity. The burden which its inquiries imposed on the registrar and 
the comptroller was especially heavy. Its appreciation of the prompt 
and cheerful services which these officers have rendered is keen. 



REPORT OF A SURVEY OF THE UNIVERSITY 

OF NEVADA. 



Chapter I. 

THE UNIVERSITY OF NEVADA AND PUBLIC SENTI- 
MENT. 

The University of Nevada, like every other State university, is 
the creature of the State. The major part of its support is derived 
from State contributions. Its primary purpose is to furnish certain 
kinds of higher technical and liberal training to citizens of the State. 
It was established by the people's representatives voluntarily, and 
it has been maintained (on the whole with surprising hberaUty) in 
accordance with the popular will. The people's rights in it are 
therefore undisputed. 

Their keen present interest in its management and standing might 
also be taken for granted, both in view of the large annual investment 
of public money which it absorbs and because of the considerable 
percentage of the youth of the State who frequent it. It is not 
necessary, however, to take the existence of this interest on faith. 
No visitor can remain long in Nevada without being almost forcibly 
assured that its university occupies an exceedingly prominent place 
in the thoughts of most intelligent citizens and in the general economy 
of the Commonwealth. Indeed, there is perhaps no other State in 
which the State university for the time being bulks so large in the 
lives of the residents of the principal urban communities. 

But, unfortunately, the unusual preoccupation of the State with 
the affairs and plans of the university is not in this case indicative of 
public confidence or satisfaction. Public interest in the University 
of Nevada appears to be largely compounded of partisanship, sus- 
picion, and, on the part of many parents, concern at what are beheved 
to be the present policies of the institution.^ Representatives of 
various groups of citizens have presented to the members of the sur- 
vey committee complaints and criticisms which in their totahty con- 
stitute a formidable bill of particulars confirming this interpretation of 
the public attitude. It could serve no useful purpose to rehearse 
these charges in detail. Many of them, indeed, are trivial and 
unworthy of credence, unimportant if true, except that they register 

1 This statement refers specifically to the period during which the study was made (September, 1916). 

7 



8 SURVEY OF THE UNIVERSITY OF NEVADA. 

an atmospheric pressure in which no pubhc institution can perma- 
nently thrive. But out of the many unsubstantiated and irrelevant 
criticisms which were laid before the committee there emerge certain 
allegations too serious to be ignored. They must be faced unflinch- 
ingly by the university itself, if it is to preserve the good will of its 
constituency. They must be recorded in any report which aims to 
present a just estimate of the university's status and administrative 
practices. Their existence must to some extent influence the recom- 
mendations in which such a report culminates. 

The gravest allegation made against the university by citizens of 
the State is that it is impossible for responsible persons to find out 
anything about its management. It is believed by many that not 
only is there no adequate institutional publicity, but that university 
officers deliberately try to prevent the public from learning significant 
facts. This applies to the major educational policies of the institu- 
tion, as, for instance, the plans for the development of its various 
colleges. It applies especially to the financial operations of the 
university. The biennial reports . of the board of regents contain, 
to be sure, fuU statements of the receipts and disbursements of uni- 
versity funds by the comptroller. But these reports are only biennial. 
The last one is nearly two years old. Inquiries made in the interval 
have been met with reticence or are believed to have been evaded. 
The quite natural conclusion of the inquirers has been that there is 
something to conceal.^ The speculations as to what this might be 
run apparently aU the way from general administrative extrava- 
gance to actual misuse of the university funds. Every change of 
university organization that has been made is suspected of being 
unduly costly, and it is assumed that the officers desire to suppress 
the truth in regard to expense as long as possible. It would be 
hard to overestimate the corrosive effect of such suspicions as these 
upon public confidence, or the seriousness of the handicap which 
they lay upon the development of the university. 

Coupled with the widespread feeling of uneasiness in regard to the 
financial management of the university is the not uncommon belief 
that the tenure of members of the faculty is precarious. Certain 
persons think that professors are likely to be dismissed suddenly, 
arbitrarily, and on grounds that are actually sinister, whereas the 
reasons publicly assigned for such dismissals may be irrelevant to 
the true causes. Time and again the committee was seriously 
assured that if the forthcoming election placed certain candidates on 
the board of regents, then certain professors long in the service of 
the university and highly regarded by the community would be 

1 It should be noted that legally the board is under no obligation to report oftener than once in two 
years. 



UNIVERSITY OF NEVADA AND PUBLIC SENTIMENT. 9 

dismissed. The unanimity with which this opinion appeared to be 
held by the persons who interviewed the committee is very significant. 

Uncertainty as to the basis for dismissal from office is absolutely 
disastrous to sound university work. If the public believes that 
professors can be dropped on slight charges, without a hearing and 
without recourse, then members of the faculty themselves will soon 
share the belief. The timid ones will fall into toadyism or become 
the victims of nervous irritation; the bold and independent spirits 
will go on their way, to be sure, but will shortly seek other positions. 
Kifts and cliques will appear in the instructing body itself. The 
morale of the university, that equanimity of spirit, that friendly 
cooperation necessary for effective teaching and productive scholar- 
ship, will be broken. Evidence is not wanting that part of the 
faculty of the University of Nevada is already persuaded that dis- 
ciplinary action will shortly be taken against some of its members. 

The rules of the board of regents relating to tenure of office are 
presented on page 29. If these rules are observed by the board 
itself, the suspicion just alluded to is unfounded. They place the 
tenure of faculty members on a sound basis. It is of course impor- 
tant that the rules should be held to and that they should be made 
public. 

It might be expected that the student body and alumni of an 
institution which is at odds with an influential portion of its con- 
stituency, and in which a certain number of professors feel their 
tenure insecure for causes not involving professional competency, 
would exhibit a lack of solidarity and of institutional loyalty. The 
committee's opportunities to investigate student sentiment were 
limited. It did not, in fact, regard this as one of its principal tasks. 
Nevertheless, it was informed by citizens, by faculty members, and 
by representatives of the students themselves that the spirit of the 
student body, while givmg evidence of improvement during the 
present academic year, was on the whole not strong; that indiffer- 
ence, unrest, and a vague distrust of the authorities prevailed. 
Officers of the university also stated to the committee that the 
institution has seldom received the strong support of a well-organized 
alumni body. An alumni organization exists, but apparently it 
has not been successful in enlisting the active interest of the 
majority of graduates. University spirit, in short, as the term is 
usually imderstood, is but slightly developed in Nevada. Certain 
devoted and able students are working loyally and with some effect 
to bring about a more unified student sentiment. A few alumni 
have stood by the institution in its time of stress and have preserved 
an undiminished interest in its affairs; but, on the whole, there is no 
ready and enthusiastic response to the requests and plans of the 
official leaders of the university. 



10 SURVEY OF THE UNIVERSITY OF NEVADA. 

Another allegation frequently made to the committee concerned 
the present attitude of the institutional authorities toward standards 
of scholarship. The belief was expressed that these had been slight- 
ly, but sensibly, lowered within the past two or three years; that 
while on paper the university seemed to be demanding as much or 
more than previously, nevertheless, there was lax enforcement of 
printed standards in the interest of increased enrollment. Later in 
the report the committee discusses this question, which vitally 
concerns the integrity of the institution, in some detail and shows 
that the allegation is unfounded. ^ Here it sufhces to emphasize 
the insidious effect of such a belief. In respect to standards of 
scholarship, a State university must be free from suspicion. 

If there must be no doubts of its virtue in the matter of academic 
standards, it is equally imperative that the attitude of the institution 
toward questions of public morals shaU be firm and unequivocal. A 
university ought not to enter partisan conflicts which are to be 
decided by poHtical action. Politics are not its sphere. But the 
university can not be indifferent to the moral conditions of the 
community which it serves. It must be against drunkenness, 
against gambling, against prostitution, and there should exist no 
scintiUa of doubt anywhere that it is against these and aU kindred 
evils. No legislative appropriation even if it would be jeopardized 
by a positive stand on these matters, which is extremely unlikely, 
is worth the price of the silence that seems to give consent. There 
are no business interests whose support is powerful enough to com- 
pensate for failure to follow the path of obligation. 

The truth of these statemients is, in the committee's judgment, 
strikingly confirmed by the present dilemma of the University of 
Nevada. Leading representatives of the university have of late 
refused to concern themselves openly with the moral conditions of 
the city and the State.^ Of this fact there is no doubt. It has been 
several times stated both publicly and to the committee by the 
officials themselves. 

The committee admits that the issues involved in the position 
taken by the university officers are not clean-cut. Perhaps it is not 
possible to define categorically what the action of such officers on 
any particular question relating to public morals should be. The 
committee assumes, however, that certain propositions wiU meet 
with general assent. 

First, as has already been noted, there must be no doubt that the 
university as an institution stands for the highest individual and 

I See p. 68 et seq. 

« It should in justice be noted, however, that the authorities have unostentatiously taken steps to secure 
the cooperation of city officials in keeping the students of the university away from unwholesome resorts. 
The committee received testimony on this point from the mayor, the chief of police, and others. 



'university of NEVADA AND PUBLIC SENTIMENT. 11 

social morality. It can not express its attitude politically, but its 
position should be clear and open. Second, the position of an insti- 
tion can be publicly made known only by its officers. Without 
their voice it is dumb. Third, there is a negative aspect of the first 
proposition. The authorities of an institution may on no pretense 
permit the institution to profit by an act or a condition detrimental 
to the public welfare. Fourth, it must not be forgotten that an in- 
stitutional official is a citizen as well as a member of the board of 
regents or of a faculty. As a citizen, he has a right to his own opinion 
on matters affecting the public interest. His position on board or 
faculty should not operate to gag him or to suppress his individuality . 

These propositions appear to contain an irreconcilable contradic- 
tion. If the attitude of an institution can only be expressed through 
the men and women who make up its controlling bodies, and if such 
officers should in their capacity as citizens be perfectly free to give 
utterance to their own individual opinions, is not the position of the 
institution on questions of great public moment necessarily identical 
with that of those of its officers who are, through their respective 
offices, its spokesmen ? In a certain sense this is true. Probably it 
isfalso desirable in a majority of cases. Aside from matters of parti- 
san politics, in which the university should not take sides, en- 
lightened opinion is generally unanimous on such questions as are 
here under discussion. In the rare cases where an official spokesman 
of^'an institution holds a contrary view to that held by the majority of 
the institutional community, two alternative courses of action seem, 
in the committee's judgment, to be open to him; he may declare what 
is the official position of the institution and at the same time state that 
his own views are divergent; or if he can no longer truly represent 
his community, he may resign. However, the committee believes 
that no rule can be proposed which would act as an infallible guide 
in such unusual circumstances. These are not cases for rules but for 
the tact and judgment that are the' essential attributes of a real 
leader. 

The committee has dwelt thus at length upon the principles in- 
volved because it has felt that a certain lack of precision existed in the 
public mind as to the rights and obligations of the university officers. 
At the University of Nevada there is apparently no dualism of view 
with regard to the issues under discussion. It is not suggested that the 
officers do not represent the academic community or that they do not 
individually desire the improvement of public morals . It is rather their 
reticence that is objected to ; their eagerness to keep the university neu- 
tral; and their failure at the same time to take an open stand as indi- 
vidual citizens. But a university in these matters can not be neutral; 
neither can it safely endure the suspicion of being surreptitious. If 



12 SURVEY OF THE UNIVERSITY OF NEVADA. 

the committee may judge by the frequency with which the matter 
was brought to its attention, there is no policy of the institution, not 
even the alleged mystery surrounding its financial transactions, 
which has aroused a greater measure of dissatisfaction. 

These are the major charges made against the University of Ne- 
vada by those citizens with whom the committee came in contact. 
That they are commonly made and widely believed is sufficient to 
produce a condition of tension between the university and its sup- 
porters that must in the long run be ruinous to the institution. 

Contrasted with this is the type of relations which have been 
established between a few of the most influential State universities 
and their constituencies. These relations are characterized by pub- 
lic appreciation of new university projects, the mutually helpful 
interplay of advice and counsel between the officers of the univer- 
sity and representatives of the public — cordial cooperation, in short, 
between the university and the citizens in an effort to improve the 
intellectual, moral, social, and economic conditions of the State. 
State universities where such relations prevail have come to be 
regarded as instruments for the general welfare, remote from parties 
and the petty personalities of political conflicts, single as the compass 
in their aim, their every act open to public inspection, inviolable as 
the courts.^ 

Facts and discussions appearing in later portions of the report 
will, it is hoped, throw further light on the basis of some of these 
allegations and will suggest remedies for a condition so unwhole- 
some.^ It suffices at this point for the committee to indicate 
whether or not there is any real justification for the public attitude. 
It has already been intimated that there is no dispute with regard 
to two recent policies of the university officials. There has been no 
sufficient effort to keep the State constantl}^ informed of the opera- 
tions of the institution, and the authorities have not taken an uncom- 
promising position with reference to public morals. Unless the com- 
mittee has been misled, these policies of reticence and noninterference 
constitute also the principal grievances of responsible citizens against 
the management of the university. Most of the other complaints 
which were caUed to the attention of the committee either sprmg 
naturally and inevitably from these or may be dismissed altogether 
as examples of the spiteful and unmotivated gossip which always 
faUs to the lot of persons in charge of public institutions. But it is 
evident, for instance, that public doubt as to the integrity of finan- 
cial operations has raised fears for the security of the teachmg staff 
and skepticism with regard to academic standards — fears which 
have been still further augmented by what is interpreted as the 

1 Elsewhere in the report are noted the hopeful beginnings of such relations in Nevade 

2 See especially Ch. II, pp. 28 et seq., Ch. V, pp. 76 et scq., and Ch. IX, pp. n2 and 113. 



UNIVERSITY OF NEVADA AND PUBLIC SENTIMENT. 13 

complaisant attitude of the authorities toward civic unrighteousness. 
The management of the university has, therefore, in a large measure 
brought about its own troubles. 

However, the public is not wholly guiltless. Having organized an 
expensive, complicated, and delicate machine, the people of any State 
ought to place it in the hands of trusted and competent representa- 
tives and then support them loyally and confidently. The repre- 
sentatives should be held responsible for its successful operation. 
Ways should be devised to hold them to strict accountability. The 
people should realize two things especially: (1) Some institutional 
plans and transactions can not be made public on the moment of 
their inception, without causing serious embarrassment and added 
expense (e. g., the taking of an option on a piece of real estate), and 
(2) professional educators are rarely indifferent to moral questions, 
nor are they inclined to exploit the institutions to which they are 
attached for any sort of personal advantage. They are as prone to 
mistakes of judgment as other men and women, as fallible generally 
as other hmnan beings. But the profession, being paid largely in 
gratitude and respect, simply does not attract men of strong aggran- 
dizing tendencies, men greedy for power or wealth. The kind of 
persons who find their way into it are exceedingly conscientious, 
painstakingly zeajous for the public service. Th e committee does not 
intend these remarks as a panegyric on the teaching profession. It 
merely states what is a commonly accepted fact. 

The application of the fact to the present discussion is plain. The 
people of the State appear not to have given the university officers 
the benefit of the doubt. They have too frequently chosen to place 
a sinister interpretation on acts which probably were performed in 
perfect good faith. They have been distrustful and have lent a 
ready ear to slander. This is a state of mind for which the committee 
sees no external remedy. It is to a large extent responsible, how- 
ever, for the present relations existing between the university and 
the public. 

These observations lead the committee irresistibly to two conclu- 
sions. The State of Nevada needs leadership from its university 
which will establish such reciprocal relations as have already been 
described, leadership which will be strong enough to cure public 
opinion of its prevailing aistemper. The State of Nevada also needs 
to take the control of its university out of politics. Until it does 
so no permanent improvement in the relations between the university 
and its constituency 'may be expected, nor will the university be able 
to furrish the leadership which the State requires. The connection 
of the universit.y with partisan politics is the root of all the evil. 
This subject will be discussed in some detail in the next chapter. 



Chapter II 



GOVERNMENT AND CONTROL OF THE UNIVERSITY 

OF NEVADA. 



BOARD OF REGENTS. 

The University of Nevada is controlled by a board of regents con- 
sisting of ^Ye members, elected at general elections, on party tickets. 
At each general election two regents are chosen for the long term of 
four years, and one for the short term of two years. The majority 
of the board is therefore subject to change once in two years, at 
any general election. 

The following section from the Revised Laws of Nevada (4641, 
sec. 3) indicates the powers and duties legally assigned to the board: 

First. — To prescribe rules for their own government, and for the government of the 
university. 

Second. — To prescribe rules for the reports of officers and teachers of the university. 

Third. — To prescribe the course of study, the time and standard of graduation, and 
the commencement and duration of the terms and the length of the vacations of the 
university. 

Fourth. — To prescribe the textbooks, and provide apparatus and furniture for the 
use of pupils., 

Fifth. — To appoint a president of the university, who shall have a diploma from 
some recognized college of learning of good standing, or some State normal school, 
who has had at least five years of practical experience as an instructor, who is familiar 
with the modern methods of imparting instruction generally approved in the United 
States, and who shall be indorsed as to moral character and qualifications as an in- 
structor by the president and faculty of three institutions of learning authorized by 
law to confer degrees. 

Sixth. — To prescribe the duties of the president, and fix his salary and the salaries 
of all other teachers in the university. 

Seventh. — To require the president, under their direction, to establish and main- 
tain training or model schools, and require the pupils of the university to teach and 
instruct classes therein. 

Eighth. — To control the expenditures of all moneys appropriated for the support 
and maintenance of the university and all moneys received from any source what- 
soever. 

Ninth. — To keep open to public inspection an account of receipts and expenditures. 

Tenth. — To annually report to the governor a statement of all their transactions, 
and of all other matters pertaining to the university. 

Eleventh. — To transmit with such report a copy of the president's annual report. 

Twelfth. — To revoke any diploma by them granted, on receiving satisfactory evi- 
dence that the holder thereof is addicted to drunkenness, is guilty of gross immoral- 
ity, or is reputably dishonest in his or her dealings: Provided, That such person shall 
14 



GOVERNMENT AND CONTROL OF THE UNIVERSITY. 15 

have at least 30 days' previous notice of such contemplated action, and shall, if he 
or she asks it, be heard in his or her own defence. 

The board must meet quarterly, and may hold special meetmgs 
at the call of the chairman. The State superintendent of public 
instruction must visit the university at least once in three months 
and report quarterly to the regents on its condition. 

University accounts, like other State accounts, must be passed on 
by the board of examiners before being paid. 

The following interesting legal provision is also worth noting, 
(4646, sec. 8) : 

It shall be the duty of the president of the university to instruct in the university, 
and, under the direction of the board of regents, to manage all matters connected 
with the institution, to employ assistant teachers and servants, purchase supplies, 
and make monthly statements to the board of regents of all receipts and expenditures, 
supported by vouchers. 

CONSTITUTION OF BOARDS OF REGENTS IN OTHER STATES. 

The following tabular view of the constitution of boards of regents 
or trustees of State imiversities and colleges shows that the utmost 
variety prevails with respect to the number of members, the method 
of choosing them, and the length of term. It is plain that there is 
no common theory of university control. Legislatures have deter- 
mined the constitution of the governing boards of State universities 
on the analogy of boards of trustees of other corporate bodies with 
which the legislative members were familiar, or in accordance with 
a contemporary experiment in administration, or with the intention 
of providing political checks and balances. All of these motives are 
clearly to be read in the collected laws providing for the estabUsh- 
ment of State boards of regents. 

The form of board control, however, has come to be recognized 
as of vital importance to the success of any modern university. Much 
discussion of the subject has made it evident that university admin- 
istration is not essentially unlike the administration of any other 
public function which is carried on by specially trained experts; 
such functions, for instance, as the public library, charities and cor- 
rection, the care of parks, and, of course, the pubUc schools. Through 
a long process of trial and error. States and cities have discovered 
certain principles which appear to underlie efficient board control of 
such public activities. To these there is now general assent. They 
appear to the committee to be equally applicable to the constitution 
and practice of the board of regents of a State university. 



16 



SURVEt OF THE UNIVERSITY OF NEVADA. 



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18 



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24 SURVEY OF THE UNIVERSITY OF NEVADA. 

PRINCIPLES OF UNIVERSITY CONTROL. 

The first of these relates to the number of members. Experience 
lias sJiown that public administrative hoards,^ consisting of from 7 to 
15 persons Jiave usually heen most successful. The main reasons are 
perhaps clear, but the committee ventures to restate them. They 
are: (1) Business is conducted most expeditiously and efficiently by 
a group small enough to sit around a single table and to discuss with- 
out formal parhamentary tactics; (2) the group should be large 
enough, however, to represent different elements and opinions in the 
body politic. 

Many successful administrative boards, educational and other, 
consist of 5 members, as does the present board of regents of the Uni- 
versity of Nevada. The committee is quite ready to concede that the 
difference in efficiency and representative character between a board 
of 5 and one of 7 members may be very slight or in given cases non- 
existent. The criticisms and recommendations which it is about to 
offer concerning the Nevada board are based primarily on shortcom- 
ings in the constitution of that body which have no reference to its 
size. But the committee feels that, as it is going to urge a complete 
reorganization of the Nevada board of regents, the question of num- 
bers should not be overlooked. A board of 5 members is more easily 
dominated by an influential personality than a board consisting of 
7 persons. It is considerably easier to get a majority of 3 than a 
majority of 4. 

The second principle to which allusion has been made concerns 
the method of selecting board members. Reference to the tabular 
presentation on pages 16-23 w^ill reveal the fact that State boards of 
regents are in the majority of cases either elected by popular vote 
or appointed by the governor. The larger number of boards are 
appointed. 

The committee unhesitatingly indorses the appointment of uni- 
versity regents by the governor, with confirmation by the senate, as 
against popular election. The weaknesses of popular election must 
already be painfully apparent to the intelligent citizens of Nevada. 
The drawback which overshadows all others is that the university is 
thus drawn unavoidably into the turmoil of partisan politics. The 
university is not on such occasions a major political issue, however. 
As far as its management is an issue at all, it is distinctly a minor 
issue. 2 It is the tail of the political kite. Candidates for the board of 
regents are frequently men to whom the party has refused what are 

1 This refers to boards which exercise legislative functions only. Executive boards whose members 
devote their whole time to the work of administration (such as the Kansas State board of administration) 
are not taken into account in this statement of principles. 

a Advocates of the election of members of city school boards are strenuously opposed to having board 
members chosen at regular political elections. School issues are then lost sight of. Special elections for 
school directors are regarded as essential. 



GOVERNMENT AND CONTROL OF THE UNIVERSITY. 25 

regarded as more desirable honors, but who must be recognized. The 
regency is perhaps a sop to wounded political vanity. Once in 
office, it becomes necessary to keep up political fences, perhaps to 
fight for reelection. The possible embroilment of the university 
in these activities need only be alluded to. 

What genuine university issue can there be which once in two 
years requires settlement at the polls ? A university should have no 
connection with or inclination toward any pofitical party. If it is a 
question of reviewing carefully the acts or the competency of mem- 
bers of the board, the objection immediately arises that these matters 
never are, and can not be, weighed in the heat of a partisan conflict. 
If the State desires to register its opinion on the amount of support the 
institution should receive, it is not necessary to vote on the regents 
to do so. 

It may also be very strongly urged that popularly elected boards 
do not in the long run command ability of as high an order as boards 
chosen by other methods. The common party practice already men- 
tioned of using nominations to the board of regents to satisfy the 
desire of some men for political reward would of itself tend to place 
upon the board from time to time persons unquahfied for the task. 
Moreover, few men of the type required for the performance of the 
duties of regent will of their own initiative engage in the disagreeable 
business of a campaign for the sake of the opportunity to render a 
difficult public service. The men who should sit on State boards of 
regents should be sought. The office of regent then becomes a post 
of honor bestowed for distinguished merit and integrity, a post which 
no citizen, however eminent, can refuse to accept. Several States 
have organized their university boards of regents so that membership 
of them is regarded in this light. Nothing less will permanently 
assure to State universities the enhghtened government which such 
important enterprises require. 

The foregoing remarks are not intended as a specific criticism of 
the present members of the board of regents of the University of 
Nevada. It is not the committee's function to pass judgment on 
the personal qualifications for their high office of members of the 
board, past or present. It merely points out that such results as it 
has just mentioned have been proved by the experience of many 
States to foUow popular election, especially when such election is for 
short terms on party tickets and simultaneous with a general elec- 
tion. Whether these results have obtained in Nevada may be left 
to the citizens of the State to determine. It may be remarked in 
passing, however, that the committee was several times informed that 
nominations to the board had been used in the way just indicated, 
and that the participation of certain members of the board (those 
seeking reelection) in every campaign involves the university to 



26 SURVEY OF THE UNIVERSITY OF NEVADA. 

some extent also. An example of the unsettling effect on university 
work of this intimate relation of its governing board to party politics 
was indeed thrust forcibly upon the committee's attention — since its 
visit was made during a political campaign — and has already been 
mentioned. (See p. 8.) From all of which considerations the second 
principle, so often referred to, emerges. It might be stated thus: 

TJie governing hoards of State universities sTiould Jiave no connection 
with partisan politics. This condition is best attained if their mem- 
bers are appointed by some official agent representing the whole com- 
munity, preferably by the governor. 

Certain citizens of Nevada have raised two objections to this 
proposition. The first is that if regents are appointed the public 
has no control over them, no power to turn them out if they do not 
prove satisfactory. The second is that gubernatorial appointments 
are often made for political reasons, perhaps with a desire to control 
the board. 

The first objection may, of course, be raised against filling any 
public ofiice by appointment. The incumbent is inaccessible to a 
discontented electorate. There is no recall. On the other hand, the 
appointing officer has an opportunity to weigh the qualifications of 
the appointee , for the particular post to be filled with a care that the 
electorate can never exercise. He is sensible also of the effect on 
his own reputation and political fortunes of an unfit appointment. 
In any event, the United States as a Nation and its component States 
as sovereign Commonwealths are committed to a dual method of 
filling public office. Federal judgeships, special positions carrying 
judicial powers, and most ofiices demanding highly expert capacity 
under the Federal Government are filled by appointment, and similar 
positions are in many States filled in the same way. Experience has 
not demonstrated the superiority of popular election as a means of 
selecting the holders of positions of this class. The bench of Massa- 
chusetts, for example, bears comparison with that of any State where 
judges are chosen by the people. It is not commonly suggested that 
the Federal judiciary or the Interstate Commerce Commission would 
be improved if recruited by popular election. 

The second objection is easily disposed of. The safeguard against 
improper gubernatorial appointments made for political reasons is 
to render it impossible for any governor to appoint a controlling 
fraction of the board.^ 

This brings the committee to the statement of the next principle, 
to wit: University regents should be appointed for long terms. Of the 
two chief reasons fof this policy, one has just been stated. The 
other is that the honor and dignity attaching to the office are thereby 

1 Removal by the governor on proved charges of malfeasance in office may well be provided for in any 
act specifying gubernatorial appointment. 



GOVEKNMENT AND CONTROL OF THE UNIVERSITY. 27 

enhanced. If the governor makes but one appointment to the board 
of regents each year, or but one in two years, public attention is 
focused on the office, on the appointee, and on the appointing official. 
The appointment becomes an event of considerable importance in 
the life of the State. 

A fourth principle, which again is the product of the experience of 
many communities with public boards similar in functions and duties 
to boards of university regents, is that the members of such bodies should 
receive no compensatioio beyond their necessary traveling expenses} 
This principle is based upon several considerations. The men and 
women who should be appointed to board positions would not be 
attracted by the salaries or honorariums which the community is 
likely to pay. It has never been difficult, however, to find persons of 
the highest ability who were ready to render a necessary and honor- 
able public service without reward. On the other hand, the salaries 
which have occasionally been paid to members of educational boards 
of control have in some instances proved attractive to persons of 
inferior capacity. The tendency in such cases is to throw the posi- 
tions into the realm of political influence. Board memberships be- 
come ' ' jobs " in the political sense. Once this tendency is established, 
persons of the type that should be drafted for board service are un- 
willing to accept appointments. 

But perhaps the most dangerous outcome of the payment of sala- 
ries to members of educational boards is that it begets an inclination 
to earn the compensation by meticulous attention to the details of 
administration. Nothing is more disastrous to the proper function- 
ing of an institution. It is essential that the legitimate limits of 
board action should not be transgressed. The committee under- 
stands the sphere of the governing board to embrace three main 
activities. These are: The determination of the general poficies of 
the institution or institutions under its control, in consultation with 
the executive officers; the appropriation of moneys or the approval 
of the distribution of appropriations made by public appropriating 
bodies; and the appointment of institutional employees on the recom- 
mendation of the institutional executives. In other words, the func- 
tion of j the governing board is, in the broadest sense of the word, 
legislative. If it attempts to usurp executive functions, chaos 
usually|foUows. 

The committee is happy to testify that the board of regents of the 
University of Nevada has, to a degree seldom observed in other 
States, recognized this distinction and that it has for some years con- 
fined its activities to the operations just summarized. The forego- 
ing observations are offered, therefore, not in the way of criticism, 

1 The preseBt board of regents of the University of Nevada is an unpaid board. 



28 SURVEY OF THE UNIVERSITY OF NEVADA. 

but rather to complete the statement of the principles fundamental 
to successful board organizations and to serve as a word of caution 
in case the State sees fit to reorganize the governing board of its 
university in the general direction of the recommendations which are 
to follow. 

The last two principles which should be mentioned may perhaps 
be inferred from what has already been said. At all events, their 
acceptance by the people of Nevada may be. taken for granted, in 
view of the composition and past policy of its own board of regents. 
They can therefore be briefly stated, without supporting evidence. 
They are: 

(1) Members of a university hoard of regents should he representative 
citizens, persons of enough education to enable them to form competent 
judgments on questions of university policy, preferably in a majority 
of cases university graduates; but not educational experts. The most 
successful administration of public education has been furnished by 
lay boards, representing the best thought of the community and 
working through expert executive officers. (2) The scope of the 
hoard^s activities should be strictly limited either by law or by board 
ruling to the three general functions outlined above. 

Acceptance of these principles of educational administration will 
put the State of Nevada in readiness to adopt a system of uni- 
versity control which should remedy many of the past defects in its 
management and should remove the institution permanently from 
the baneful influence of politics. 

The committee recommends that steps be taken to amend the 
constitution of the State to permit the creation by the legislature of 
a board of regents of the State university to consist of seven mem- 
bers, to be appointed by the governor and confirmed by the senate, 
each member to serve eight years and not more than two to be 
appointed in any biennial period. It further recommends that no 
member of the board receive compensation for his services, except 
his necessary expenses in attending meetings of the board. 

The committee recommends a board of seven rather than nine or 
some larger number of members, because of the immense distances 
in Nevada and the consequent difficulty which attendance on board 
meetings imposes on persons living in the southern and eastern parts 
of the State. 

POLICIES OF THE BOARD OF REGENTS. 

The committee has inquired with some care into the recent poli- 
cies of the present board, and it desires to record certain of its observa- 
tions. Reference has already been made (see p. 27) to the wise 
division of power and initiative between the board and the executive 
officers of the university. This division, in so far as it concerns the 



GOVERNMENT AND CONTROL OF THE UNIVERSITY. 29 

question of greatest moment to the educational integrity of the 
institution, is defined in Article VI, section 5, of the by-laws of the 
board. The section reads in part as follows: 

The president of the university shall be the official administrator and executive 
agent of the board. He shall be ex officio a member of all committees; he shall attend 
the meetings of the board of regents and meetings of all committees; he shall make such 
recommendations to the board of regents from time to time as may seem to him wise, 
touching any phase of the university policy or administration. He shall make all 
nominations for appointment to positions under the board of regents, and in case nomina- 
tions are not approved he shall make others. It is not expected that the board of regents 
will accept without question all nominations of the president, but no appointments can 
be made without his nomination, and no dismissal can take place without his recommenda- 
tion. 

This is for the most part admirable. If the State decides to reor- 
ganize the board of regents as recommended above the recognition 
of the proper prerogatives of the executive provided for in this by- 
law, especially in the itahcized portions (italics are the committee's) 
should by all means be preserved. It is essential both to the main- 
tenance of a sense of security and dignity among members of the 
faculty and to the defense of true university standards that the initia- 
tive, in all matters relating to appointment and dismissal, reside in 
the president. 

Equally wise is the position of the board established three years 
ago, with relation to tenure of office. The following quotation from 
the minutes of the meeting of the board held September 22, 1913, 
states its declared policy: 

The tenure of office of professors and associate professors is unlimited. Every pro- 
fessor or associate professor holds his position as long as he remains an efficient and 
progressive student, teacher, and investigator. When he ceases to grow, when he is 
beginning to die at the top, the president may consider whether it is time to sever his 
connection with the teaching body of the university. 

The tenure of office of an assistant professor is five years from the date of his election. 

Instructors and assistants are elected annually to their positions. 

In case, for any reason, it becomes necessary to dispense with the services of any 
professor, associate professor, or assistant professor, the university will give official 
notice at least seven months prior to the close of the year, or on the 1st of December 
prior to June 30. 

In the case of instructors and assistants, the university will give them notice at 
least five months prior to the close of the fiscal year to as whether the university 
wishes to retain their services or not. 

The Bureau of Education has given considerable circulation and 
general indorsement to the report of the committee of fifteen of the 
American Association of University Professors on academic freedom 
and academic tenure made to the association December, 1915. The 
two chief postulates of the committee bearing on academic tenure were, 
(a) that appointments should run for a definite term, understood by 
both parties to the agreement, with ample notice in case of non- 



30 SURVEY OF THE UNIVERSITY OF NEVADA. 

renewal; and (6) provision for a judicial hearing whenever it be- 
comes necessary to dismiss a person of professorial rank. The first 
of the association's demands, which everyone will agree is necessary 
to place academic appointments on a square and businesslike basis, 
is amply met by the vote of the board of regents just cited. In view 
of the public uncertainty concerning the tenure of university pro- 
fessors in Nevada (see p. 8), the committee believes the board might 
profitably consider the advisabihty of adopting a rule providing for 
hearings in cases of dismissal also. 

It is apparent that many people in Nevada have little or no con- 
ception of academic freedom and the necessity for preserving it at aU 
costs. The committee has before it newspaper articles and editorials 
published in the State within the year, calling for the dismissal from 
the university faculty of a professor who expressed in public an 
opinion on a public question of great moment to the State which 
differed from the opinions assumed to be held by the president and 
board of regents. The professor in question was even on one occasion 
referred to as a ''hired man," whose silence, it was argued, in case he 
did not agree with his official superiors, had been bought by the salary 
which the State paid him. The committee was amazed to discover that 
this view of a professor's relationship to public questions appeared to 
have caused no shock, even to intelligent and fair-minded citizens. 
It was declared by many that the dismissal called for would probably 
be made. Such indignation as found expression in the committee's 
hearing was at the probable loss of a valued teacher rather than at 
the suggested infringement of the right of free speech. 

The committee desires to emphasize the fact that on this vitally 
important question the board of regents of the University of Nevada 
has taken a much more advanced and high-minded position than a 
portion of the press of the State, or than those groups of citizens with 
whom the committee came in contact.^ Kesolutions passed by the 
board of February 6, 1914, and appearing in the minutes, constitute 
a charter of liberties which can be paralleled in few universities, 
State or private. The committee commends them to the attention 
of the citizens of the State: 

Whereas there has frequently come before the board of regents for consideration 
the right of the president of the university and the members of the faculty thereof to 
enter into matters outside of and nowise connected with the university; and 

Whereas it appears to the board of regents that no definite action was ever taken 
by the board relative to the president and members of the faculty taking part in 
matters not connected with the university ; and 

Whereas the board of regents of the university regard it as of fundamental import- 
ance that the men connected with the university should exercise the rights and privi- 

1 The questions submitted by the committee on the occasion of its meeting with the board of regents may 
be found in Appendix, p. 137. AU of these were answered fully and satisfactorily by the board. 



GOVERNMENT AND CONTROL OF THE UNIVERSITY. 31 

leges which belong to them as citizens of the municipality, and of the State, and of the 
Nation: Now, therefore, be it 

Resolved, That the president, the members of the faculty, and all others connected 
with the university are, and have been at all times (in so far as the present board 
is aware), free to take part in all matters pertaining to the public welfare, as good 
citizens, and as good citizens to exercise the rights and privileges secured them 
under the law, with full freedom of thought and action. 

And he it further resolved, That when those connected with the university take part 
in any matters pertaining to the public welfare of the Nation, or the State, or any 
locality in the State, their action is as an individual member of the community, 
unless such action is taken under the direction of the board of regents; but in all such 
matters, whether done for the public welfare of the Nation, or of the State, or any 
locality Avithin the State, the regents regard it as of fundamental importance that 
the good name and standing of the university should be considered, and that no 
such action should be taken by the president, or any member of the faculty, or any 
person connected theremth, that would reflect upon the university, without first 
consulting the board of regents; and that no action should be taken by those con- 
nected with'the university which would tend to create in the public mind the opinion 
that they were acting in any other capacity than that of an individual.^ 

And he it further resolved, That all matters affecting the university in any way must 
be first referred to the president, and by him to the board of regents, for final action. 

While it is evident that in respect to three of the most important 
questions with which a governing board has to deal — namely, the 
division of power and initiative, the tenure of office, and academic 
freedom — the policies of the board of regents of the University of 
Nevada have been essentially sound, there are other directions in 
which the board is obviously open to criticism. During the admin- 
istration of a former president the board saw fit to separate the 
financial from the educational administration of the university, 
placing the former in the hands of the comptroller (under the general 
direction of the board) and exempting that official from responsibility 
to the president.^ The president has thus not only been deprived of 
authority in fiscal matters, but has even to some degree, by force of 
circumstances, been in ignorance of the current status of the various 
funds by which the educational work of the university is supported. 

In a recent survey of the higher institutions of Iowa the Bureau of 
Education came in contact with a similar provision for separating 
the presidents ^ from direct contact with institutional finances. 
The committee quotes the comment of the bureau on this practice: 

To one unfamiliar with the actual internal workings of an American State university 
it may seem wholly practicable to divorce the educational supervision from all fiscal 
control, and , as already indicated , this has more than once been suggested . But to per- 
sons cognizant of the actual circumstances the practicability of this plan seems open to 
grave doubts. Not only must there be some one whose judgment in educational matters 
can be trusted when expenditures for wholly new enterprises are at issue; there must 
also be some authority who shall determine the thousand and one questions of detail in 

1 The committee notes that the phraseology of this paragraph is not so clear as might be wished. 

2 The president and the board of regents have, however, prepared the general budget. 

3 In Iowa three State institutions are governed by a single board, which employs a finance committee to 
handle financial matters. 



32 SURVEY OF THE UNIVERSITY OF NEVADA. 

expenditure within the limits of a general budgetary program. For example, who shall 
determine whether, of $2,000 available in general funds, the department of botany 
shall be allowed to purchase certain desired and perhaps essential additions to its 
equipment or instead of this the department of history be permitted to make indispensa- 
ble additions to its library? Only one can be done at a time. Questions of this kind 
under any budgetary system are constantly coming up in the larger institutions, and it 
seems somewhat obvious that an intelligent college president is more likely to reach a 
decision based on a just consideration of the educational issues involved than any lay- 
man, however well intentioned. Illustrations of the same type might be repeated 
indefinitely. 

The committee found that the conditions suggested in this para- 
graph had been to a certain extent reaUzed at the University of 
Nevada. Budgets made with sincere intentions have repeatedly been 
broken. Heads of departments have been uncertain of the am.ounts 
of their departmental appropriations, uncertain whether unexpended 
balances in their favor would still be available in the latter part of the 
fiscal year, uncertain which official should be approached for funds 
to carry on needed departmental work. Nearly every department 
head interviewed by the committee reported these difficulties and com- 
plained especially of the instability of departmental budgets. Con- 
fusion has reigned, not altogether unmixed with distrust. 

Perhaps a still more serious mistake of the board has been its recent 
apparent unwillingness to answer legitimate inquiries regarding the 
university policies and finances. The committee has already referred 
to the consequences of this attitude. (See p. 8.) A particular in- 
stance occurred during the current year when the board declined to 
answer a series of questions concerning the financial management 
and educational policy of the institution addressed to it by a daily 
newspaper in the State. 

The committee can understand the board's very natural reluctance to 
publish such a circumstantial account as was requested of the salaries 
and traveling expenses of the university officers and of other incidental 
expenses of the institution; nevertheless, the committee is convinced 
that the board should have furnished the statement. Subsequent de- 
velopments would seem to confirm the committee's opinion that, in the 
long run, less harm would result from full publicity, however objection- 
able, than from an apparent desire to keep any facts concealed. The 
committee believes that the case under discussion has aroused so much 
public interest in the State as to justify specific mention in this report. 
It also desires to state emphatically that its investigation disclosed 
no evidence that the board's management of the matters concerning 
which questions were asked was unbusinesslike or prejudicial to the 
best interests of the institution. For the enlightenment of those citi- 
zens who have perhaps entertained a different opinion, it publishes in 
the Appendix (p. 137) the inquiry, the board's rejoinder, and the 
answers to the questions raised which had been prepared by the uni- 
versity officers and which were submitted to the committee at its 



GOVERNMENT AND CONTROL OF THE UNIVERSITY. 33 

request. The committee was furnished also with copies of other 
supporting evidence, pay rolls, etc., which confirmed the officers' 
statements, but which it judges unnecessary to print. 

The board's failure to give sufficient publicity to its financial trans- 
actions seems to have been in part due to its earlier mistake of 
separating the educational from the financial management of the 
university. The comptroller's office developed a system for recording 
the fiscal operations of the university which was not designed to 
facilitate the furnishing on short notice of information on any par- 
ticular phase of the institution's activities. The board realized this 
defect, and in the summer of 1916 sought the advice of the comjJtroller 
of the University of Illinois with a view to installing a new system of 
accounting. The system proposed and since adopted by the board is 
in harmony with recommendations of the Association of Business 
Officers of the State Universities and Colleges of the Middle West, and 
represents in general a thoroughly approved form for the conduct of a 
university comptroller's office. Its distinguishing feature is complete 
budget control. With such a system the executive may know at all 
times the exact status of every fund and of the university finances as 
a whole. Under it the responsibility for the financial as well as for 
the educational management of the institution is restored to the presi- 
dent, to whom it properly belongs. At the time of the committee's 
visit the books of the university were being audited preparatory to 
the installation of the new system, which was to be put in operation, 
so the committee was informed, in January, 1917.^ The committee's 
comments on the details of the system, with certain minor criti- 
cisms, appear in Chapter IX. Its general indorsement of the plan 
may be recorded here. With this instrument, and the committee 
believes with its changed intentions, the board will be in a position 
to meet the demand for greater publicity of university transactions. 

The committee desires to refer to one other matter which perhaps 
may not properly be described as a policy of the board, yet in which 
the board's actual procedure may from time to time bear some of the 
aspects of a deliberately adopted policy. Under the law the board's 
freedom of choice is limited in one of the most important of its func- 
tions, namely, the selection of the president of the university. The 
section of the act specifying the powers and duties of the board was 
quoted at the beginning of this chapter. The paragraph relating 
to this matter is so extraordinary that it is worth requoting here: 

Fifth. To appoint a president of the university who shall have a diploma from 
some recognized college of learning of good standing or some State normal school, who 

1 In connection with this change in the system of accounting an extraordinary accusation was brought 
to the committee's attention. It was assured that the transfer of items from one set of books to another 
was a device to cover financial obliquity, and that the old books were then to be burned. The committee 
can only point out that this preposterous suspicion is one more of the fruits of the board's reticence. 

98578°— 17 3 



34 SURVEY OF THE UNIVERSITY OF NEVADA. 

has had at least five years of practical experience as an instructor, who is familiar with 
the modern methods of imparting instruction generally approved in the United States, 
and who shall be indorsed as to moral character and qualifications as an instructor by 
the president and faculty of three institutions of learning authorized by law to confer 
degrees. 

The only explanation which the committee can see for the inclu- 
sion in the act of such a prescription is that the earher legislators 
who passed the act did not trust future boards of regents to use due 
dihgence and precaution in choosing a university executive. In 
effect the law, if strictly observed, takes the selection of the presi- 
dent out of the board's hands. The committee judges, moreover, 
that the terms of it would generally be exceedingly difficult to ful- 
fill. Aside from men of the first eminence in the educational world, 
men for the most part occupying commanding positions and so be- 
yond the reach of new offers, the committee believes there are not 
perhaps at any one time more than a small handful of individuals in 
the entire country who could secure the indorsement of three faculties 
to their candidacies for the position of president of the University 
of Nevada. Members of imiversity and college faculties, in the com- 
mittee's experience, are extremely cautious in giving recommenda- 
tions. They feel that they must personally be able to vouch for any 
person to whom they give approval. It is evident that few men 
could be sufficiently weU known to three faculties to secure their 
intelligent indorsement, and if the indorsement is merely perfunc- 
tory it is of course worthless. 

If the committee's estimate of the number of candidates who 
could at any time meet the terms of the law is too conservative, it 
is stiU convinced that on other grounds such a prescription is very 
unwise. The qualifications which make a good president, especially 
of a smaU institution in a State like Nevada, may be the product of 
quite other influences than the somewhat nomadic experience 
demanded by the law. The committee can conceive that a small State 
university in a State which is still to be developed might, under 
certain circumstances, be well served by a young man who could 
come to it in a spirit of consecration and enthusiasm, prepared to 
devote his life to it, to grow up with it, to help build a State, with 
aU a young man's ardor for such a task. The committee can con- 
ceive that the board might find an individual possessing aU the 
rarer quaUties essential to a good executive and an educational 
leader, and yet, under the terms of the present law, not be able to 
appoint him. 

The committee suggests that limitation of any sort upon the free- 
dom of the board in making appointments is highly undesirable, and it 
ventures to repeat its dictum, expressed earher in the report, that the 
people of the State should take pains to provide for the manage- 



GOVERNMENT AND CONTROL OF THE UNIVERSITY. 35 

ment of the university by competent representatives, should give 
them full freedom of action, and should then hold them strictly 
responsible for the success of the undertaking. In accordance with 
this conviction, the committee recommends that, if the board is 
reorganized as proposed, the provision that the president must be 
indorsed as to moral character and quaHfications as an instructor 
by the president and faculty of three collegiate institutions be not 
included in the law defining the powers and duties of the board of 
regents. 

In the following chapters the committee takes up the work of the 
university, its relation to the State, and important phases of its 
internal management. 

SUMMARY OP RECOMMENDATIONS. 

1. The change of the system goyerning the selection of the board ot 
regents and the creation of a board of seven members, to be ap- 
pointed by the governor and confirmed by the senate, for terms of' 
eight years. 

2. In case the system is changed as indicated, the abolition of 
the prescription requiring the person appointed as president of the 
University of Nevada to be indorsed by the president and faculty of 
three collegiate institutions. 



Chapter III. 

HIGHER EDUCATION IN NEVADA AND THE FACTORS 
WHICH CONDITION IT. 



It is the purpose of this chapter to indicate the general relationship 
of the University of Nevada to the State. The development of a State 
university and the character of the instruction that it offers are con- 
ditioned in a peculiar degree by the social needs of the State in which 
it is located and by the facilities for secondary training which the 
State affords. In a certain sense, there is and can be no common 
type of State university, nor even an ideal State university, apart 
from its environment. Every State university is more or less the 
product of local conditions and local exigencies. This fact accounts 
in large measure for the great variations among American State 
universities. Apparently these variations are not accidental and 
temporary, but permanent and essential. They do not of course 
necessarily affect standards of educational work. It may be possible 
in time to estabUsh a single national standard for higher education. 
Indeed, such a standard is being constantly more closely approxi- 
mated. The variations represent rather differences of organization 
and method brought about by the different types of service demanded. 
The obligation therefore clearly rests on State university officials to 
effect as close a correlation as possible between the offerings of the 
university and the needs of its constituents. The outside investi- 
gator who is called upon to estimate the wisdom of a State uni- 
versity's policies and the efficiency- of its management must also 
study the field of the university; that is, the State. 

THE STATE OF NEVADA.^ 

Certain uncompromising characteristics of the State of Nevada at 
once demand consideration. Their influence on the evolution of 
education, both higher and secondary, has been determinative; they 
will doubtless continue to affect it. Nevada is sixth in land area 
and forty-ninth in population among the States and Territories of 
continental United States. The rainfaU throughout the State is for 
the most part insufficient for the growing of crops, without irrigation, 

1 The statistical material relating to industries and population in this chapter is taken from the Thir- 
teenth Census of the United States, Statistics of Nevada; and Vol. IV, Occupation Statistics, Abstract 
of the Thirteenth Census, unless otherwise noted. 

• <r 

36 



FACTORS WHICH CONDITION HIGHER EDUCATION. 37 

and there is little undeveloped water power. The State is crossed 
from north to south by a series of high mountain ranges, with broad 
arid valleys between. The slopes of the mountains offer pasturage 
for live stock. Owing to the scarcity of water, but 3.9 per cent of 
the land area of the State is devoted to farms (census figures of 1910), 
and this includes the large ranches using the public domain for grazing 
purposes. Approximately 1 per cent of the area of the State is irri- 
gated. This constitutes 93.3 per cent of the land in farms which is 
reported by the last census as improved. Nevertheless, about 75 
per cent of the land devoted to farming is not irrigated and, as has 
just been indicated, for the most part not improved. This land is 
used chiefly for grazing. The greater portion of it does not appear 
to be susceptible of irrigation. Crop production under irrigation is 
abundant. The approximately three-fourths of a million acres of 
improved farm land yielded in 1909 (the last census figures available) 
crops valued at nearly $6,000,000. Seventy per cent of these crops, 
however, were hay and forage, i. e., crops used largely for the support 
of live stock. 

These facts should be associated with the following. Of the some- 
what more than $60,000,000 reported as the value of farm property 
in 1909, about one- third was represented by live stock. The 
average number of acres in a farm was 1,009.6, and the average 
value of individual farms was $22,462. The farms other than those 
used almost exclusively for grazing purposes, however, are not on 
the average very large. The inclusion of the large ranches, often 
50,000 to 100,000 acres in extent, accoimts for the high average 
acreage per farm for the State. In spite of the small proportion of 
the area of the State devoted to agricultural purposes, agriculture 
is one of the two major industries, as regards both the value of the 
investment and the number of persons engaged (see figure on p. 41). 
It has increased rapidly in magnitude, as is indicated by the fact 
that in the period from 1900 to 1910 the increase in the total value 
of farm property was 110.6 per cent. Nevertheless, agricultin-al 
operations have been and apparently will for a long time continue 
to be preponderatingly those concerned with the raising of live 
stock. Not only the climate and topography of the State, but also 
the present ownership and control of agricultural lands, tend to 
foster this branch of agriculture.^ Tenant farming, it should be 
noted, is as yet little practiced. All but 12.4 per cent of the farms 
were in 1910 operated by owners or managers. 

The other major industry is mining. Nevada is in fact one of the 
principal mining States of the country. The Comstock lode, the 

1 The further development of intensive agriculture as practiced on irrigated lands is urgently needed. 

On the products of such agricvilture the urban and village communities largely depend. 



38 SURVEY OF THE UNIVERSITY OP NEVADA. 

extraordinary deposits at Tonopah, Goldfield, and other places have 
yielded hundreds of millions of dollars in gold and silver, a product, 
it might be remarked in passing, which has largely been carried out 
of the State and of which the State has never received its just tithe. 
Statistics several years old are particularly unsatisfactory as relating 
to an industry subject to such rapid fluctuations as mining. The 
latest census returns are for the year 1910, just after the mining boom 
of 1907. Since then the industry has suffered a considerable depres- 
sion and has latterly begun to recover. In spite of their antiquity, 
however, certain of the figures of the 1910 census may serve to give 
a general idea of the extent of mining operations. In that year 
there were 1,021 mines and quarries, in which an aggregate of 
$156,607,108 was invested. The number of persons engaged in 
the industry was 8,785^ and the total reported value of the product 
$23,271,597. It is commonly asserted by those qualified to speak 
that only a smaU fraction of the mineral resources of the State has 
thus far been exploited. 

As against the extent of agriculture and mining the manufacturing 
industries of the State are comparatively small. In 1909 there were 
were but 177 manufacturing establishments, involving a capital of 
$9,807,000. The number of persons engaged was 2,650,^ and the total 
value of the product $11,887,000, of which but $3,521,000 was added 
by the manufacturing process. 

Physical characteristics and the types of industries whose develop- 
ment they permit naturally determine in large degree the size and 
distribution of a State's population. The population of Nevada was 
81,875 in 1910. Since 1870, the first census year subsequent to the 
admission of the State to the Union, the population has undegone 
extraordinary fluctuations. Between 1900 and 1910 it increased 
about 93 per cent. The estimated fluctuations in this 10-year period, 
together with age and sex distribution of the population (Indians 
excluded), are presented in the table published below :^ 

1 Compare figure on p. 41. The discrepancy between the number just given of the persons engaged in 
mining and the number on which the figure is based is due to the fact that the occupational statistics 
collected by the census include all individuals who report a given occupation as their means of livelihood 
whether or not they are employed in it at the time of the enumeration. The statistics of the mining 
industry from which the figures above are drawn record only the number of persons actually engaged in 
mining during the census year. 

2 Compare figure on p. 41. The category manufacturing and mechanical industries used as the basis 
for the figure includes carpentering and other outside occupations. The manufacturing industries alone 
are referred to in the text above. 

* The table and notes were prepared by Prof. R. Adams, of the University of Nevada. The estimate 
for the year 1905 differs widely from the estimate reported by the United States Bureau of Census, the 
latter being based on the rate of increase in the preceding decade. Prof. Adams also estimates the increase 
between 1910 and 1914 at approximately 5 per cent instead of the 20.58 per cent reported by the census. 



FACTOKS WHICH CONDITION HIGHER EDUCATION. 39 

Table 2. — Estimate of the growth of population of Nevada, 1900-1910 (Indians excluded).^ 



Popiilation, by ages. 



j 1900, 
census. 



1904, 


1905, 


1907, 


estimate. 


estimate. 


estimate. 


50,000 


60,000 


85,000 


34,000 


41,000 


58,000 


16,000 


19,000 


27,000 


26,500 


33, 000 


48.000 


7,500 


8.000 


10,000 


9,400 


12,200 


18.500 


6.600 


6,800 


8.500 


4,800 


5,000 


7,000 


4,200 


4,500 


6,000 



1910, 



Per cent 
of increase 
in decade. 



All ages and both sexes i 37, 119 



Males of all ages. 

Females of all ages 

Males 21 years and over . . . 

Males under 21 years 

Females 21 years and over . 
Females under 21 years . . . 

Males 6 to 20 vears"^ 

Females 6 to 20 years 



22, 911 

14, 208 

16, 139 

1 6, 772 

7,697 

1 6,511 

4,765 

4,301 



76, 646 

49,918 

26, 728 

38. 499 

2 11,419 

16. 629 

2 10, 099 

7,811 

6.747 



106 

118 
88 

138 
41 

116 
55 
63 
56 



1 Children 10 to 14 years of age constituted 22.1 per cent of all persons in Nevada 5 to 19 years of age, as 
against 24.1 per cent for the United States. The evidence of an increase in population, so far as found in 
statistical form, is not of a character to permit of an estimate of the highest degree of accuracy 

The reports of the State comptroller show that the receipts from gaming licenses increased as follows: 
1900, $5,663; 1904, $11,623; 1905, $29,462; 1907, $36,061. The growth in receipts constitutes very good 
evidence of the increase in population, and it is an indication of the homeless and migratory character of 
many of the workers. We can not, however, assert the existence of any constant ratio between gambling 
games and population. 

The total assets of all national banks experienced a marked increase, as follows: 



1900 $549, 000 

1901 614. 000 

1902 640. 000 

1903 794, 000 

1904 1,637,000 

1905 2,136.000 

1906 3,137,000 

1907 9,086,000 



1908 $9, 281 . 000 

1909 9,630 000 

1910 10 , 561, 000 

1911 10,070,000 

1912 11,469,000 

1913 10,895,000 

1914 9.867,000 

1915 10, 179, 000 



The school census reports are of considerable value irk>determining the population of school age, 6-18 
years, but allowance must be made for the fact the numbers given before 1908 were too large, because of an 
effort on the part of some districts to get more than their fair share of the distributive school moneys. 
Because of the lack of efficient school supervision the reports of school enrollment are defective, but the 
error is in the opposite direction; too small a number of children were reported. The report for 1908 
as compared with that of 1907 show a decrease in the number of school census children amounting to 1,038, 
and at the same time the reports of teachers showed an increase in enrollment amounting to 2,220, The 
new supervision system had reduced the number of census children by stopping fraudulent counting, 
and there was a full count on the enrollment. According to reports, the enrollment of 1907 was equal to 
57 per cent of the number of census children, and in 1908 the enrollment rose to 81 per cent. 

The vote for candidates for Congress affords a basis for estimating population, and there is an approach 
toward a constant ratio between the number of votes and the population, but this ratio is not to be relied 
upon implicitly. In periods of very rapid gains in industrial activity men move about so much that they 
may fail to gain a voting residence, or they may fail to develop an interest in elections such as to bring 
out a full vote. Our vote in relation to the number of adult males is always small, and in periods of great 
business activity it is unusually small. Consequently a migration of a few thousand adult males from the 
State in a time of reduced activity is not accompanied by a reduction of the vote in corresponding measure. 

The vote for candidates for Congress 1900-1910 was as follows: In 1900 it was 10,165 votes, in 1902 it was 
10,921, in 1904 it was 11,398, in 1906 it was 14,236, in 1908 it was 23,801, in 1910 it was 20,163. 

2 A few persons of unknown age are treated as minors. 

Nevada had seven incorporated cities in 1910, only two of which, 
Keno and Sparks, came under the census definition of a city, i. e., a 
place having 2,500 inhabitants or more. The smallest of these incor- 
porated places. Searchlight, had a population of 387. The aggregate 
population of the seven cities v/as 19,698, or 24.1 per cent of the total 
population of the State. The designation of only incorporated places 
as cities, however, does not adequately represent the distribution of 
Nevada's population between urban and rural territory. Several 
very small places were incorporated, and two of the three largest 
towns were not. The population of the larger towns was as f oUows : 

Carson City 2, 466 

Virginia Citv 2, 244 

Ely : 2,055 

Winnemucca 1, 786 

Caliente 1, 755 

Elko 1,677 



Reno 10, 867 

Goldfield 4, 838 

Tonopah 3, 900 

Sparks 2, 500 



Towns of 2,500 or more. 



22, 105 



Towns with less than 2,.500 11, 983 



40 



SURVEY OF THE UNIVEESITY OF NEVADA. 
Table 3. — Per cent of urban 'population. 



Aggre- 
gate 

popula- 
tion. 



Per cent 
of total 
popula- 
tion. 



Towns having a population of 2,500 or more 

Towns having a population of less than 2,500 and more than 1,500 

Total 

Population of State 



22, 105 
11, 983 



34,088 
81, 875 



26.9 
14.7 



41.6 



According to the census calculation Nevada is chiefly a rural State. 
Actually, however, a rather small percentage of its inhabitants live in 
farm communities. The majority live in small towns. It is esti- 
mated, for example, that about 12 per cent of the children of school 
age reside in farm districts. Over half are found in the 10 leading 
towns, and most of the remainder in the other towns and villages. 
In this respect the conditions of the State are unique. It should also 
be noted that no large cities are located close to its borders in other 
States. These facts have an important bearing on the whole edu- 
cational system, as wiU later be apparent. 

Certain large generahzations concerning the character of the popu- 
lation are also of moment. The accompanying graph (figure 1) 
shows the distribution among various pursuits of the persons en- 
gaged in gainfiil occupations in 1910. Figures 2, 3, and 4 show the 
similar distribution in groups of neighboring States, of Middle 
Western States, and of Eastern States. The following table gives 
the per cents of the population of Nevada and of the United States 
engaged in the different kinds of occupations. 

Table 4. — Persons 10 years and over engaged in gainful occupations in 1910. 



Occupations. 



Nevada. 



United 
States. 



Total 

Agriculture, forestry, and animal husbandry 

Extraction of minerals 

Manufacturing and mechanical industries. . . 

Transportation 

Trade 

Public service (not elsewhere classified) 

Professional services 

Domestic and personal services 

Clerical occupations 



Per cent. 
100.0 



Per cent. 
100.0 



19.5 
21.9 
17.0 
11.4 
7.6 
L4 
5.5 
12.7 
3.0 



32.2 

2.5 

27.9 



y. 
1.2 
4.4 
9.9 
4.6 



Figure 5 represents the racial composition of the population of 
Nevada, both the gross numbers and the percentages of each group 
being shown. 

Still more significant for its bearing on education is the following 
table showing the age distribution in 1910 of the population of 



FACTOBS WHICH CONDITION HIGHER EDUCATION. 



41 



Nevada, of the population of the United States, and of the popula- 
tion of Arizona, Utah, Colorado, and New Mexico combined. Figure 
6 represents a comparison of Nevada and the United States with 
respect to the age distribution of the population. 




Fig. 1. — Distribution of persons engaged in gainful occupations in Nevada, 1910. 
Table 5. — Age distribution of total population, 1910. 



Nevada. 



United 

States. 



Arizona, Utah, Colo- 
rado, and New 
Mexico. 



Total... 
Under 5 years 
5 to 14 years . . 
15 to 24 years . 
25 to 44 years . 
45 to 64 years . 
Over 64 years. 



81,875 
6,383 
10,606 
13,301 
33, 717 
14, 224 
3,644 



Per cent. 
100. 00 
7.80 
12.99 
16.20 
41.20 
17.40 
3.80 



Per cent. 
100.0 
11.6 
20.5 
19.7 
29.1 
14.6 
4.3 



1,704,030 
205,323 
346, 691 
326, 111 
526, 060 
240, 490 
54, 376 



Per cent. 
100.00 
12. 05 
20.34 
19.13 
30.87 
14.11 
3.2C- 



Two other sets of figures are also worthy of record. In 1910, of 
the total population 10 years of age and over, 6.7 per cent was illit- 
erate.^ In the total population of the State there were in the same 



1 This includes the Indians, a racial group that contains a high percentage of illiterates. 



42 



SUBVEY OF THE UNIVERSITY OF NEVADA. 



year 55,551 males and 29,324 females, or 179.2 males to 100 females. 
In the urban population there were 133.1 males to 100 females, and 
in the rural 190.4. 

From the foregoing a number of interesting conclusions immediately 
detach themselves. With respect to population and industries 
Nevada still exhibits the characteristics of a frontier State. Its vast 
territory supports but a handful of people. These are chiefly native 
whites, and the majorit}^ of the foreign-born come from the hardy 
adventurous stocks of northern and western Europe. The inhabit- 




FiG. 2.— Distribution of persons engaged in gainful occupations in Utah, Colorado, Arizona, and New 

Mexico combined, 1910. 

ants are moreover preponderatingly in the prime of life and pre- 
ponderatingly males. This makes possible a high degree of produc- 
tive power as compared with the number of persons to be supported 
and the number of children to be educated. The percentage of 
children is unusually small. The people are widely scattered, living 
for the most part in small isolated communities and mining settle- 
ments. The few cities are principally distributing centers, and with 
the exception of Reno have shown little stability of population. The 
two dominant industries, grazing and mining, are frontier industries. 



FACTOBS WHICH CONDITION HIGHER EDUCATION. 



43 



The latter especially, owing to its rapid and unforeseen fluctuations, 
leads to a constant shifting from place to place of those engaged in it. 
There has been of late, however, a tendency toward a steady increase 
in population. Apparently the continuance of this tendency will 
depend to a great extent on the discovery and exploitation of further 
mineral resources and upon the development of agricultural pursuits 
apart from the production of live stock. ^ Such agricultural develop- 




' 0. 



Fig. 3.— Distribution of persons engaged in gainful occupations in South Dakota, Nebraska, and Iowa 

combined, 1910. 

ment is only possible with the aid of irrigation or through the evolu- 
tion and spread of new types of farming which are as yet little or not 
at all practiced. 

It seems manifest that the organized public effort of the State 
must for a long time to come be focused on the full development 
of its natural resources. This purpose should constantly inform 
legislation. It should be one of the principal aims of education. 

1 The great cattle and sheep raising industries require but few people. Their further development will 
not materially increase the population. , 



44 



SURVEY OF THE UNIVERSITY OF NEVADA. 



The State needs both practical farmers and trained agriculturists. 
It needs mining engineers, civil, mechanical, and electrical engineers. 
As will later be emphasized, it greatly needs teachers, not only to 
spread the knowledge of those practical arts and technical processes 
involved in the occupations of rural and mining communities, but 
quite as much to help enrich and interpret life in environments where 
of necessity the pressure of material things is severe. On the other 
hand, the State has no large immediate need for members of the 
so-called learned professions, for highly trained business adminis- 




FlO. 4, — Distribution of persons engaged in gainful occupations in New York, Pennsylvania, New Jersey, 

and Ohio combined, 1910. 

trators, or for practitioners of various of the less common higher 
technical branches. The numbers of these persons in the total 
population are always small, and the present requirements of the 
State can be met by training agencies already established in other 
sections of the country. 

SECONDARY EDUCATION IN NEVADA. 

The commission created by the State legislature in 1915 to survey 
the educational institutions of the State — and at whose request 
the Bureau of Education has made the present study — will report 



FACTOES WHICH CONDITION HIGHER EDUCATION. 



45 



in detail on the secondary schools of Nevada. The brief summary 
offered herewith is presented in order that the university may be 
seen in its educational setting. State-supported higher institutions 
belong to the State system of public education. Their connection 
with the secondary schools of the State is close and definite. The 
character of the courses which they offer to entering students is 



Native v;hite of 
native parentage, 
35,326 
43.1^ 



Indian, 5,240. 



>. 



f^^ 



.1^^ 



Native white of 
foreign parentage, 
(one or Tx)th parents) 
20,951, 
25 ,58^ 



1^ 



K^ 




Fig. 5.— Racial composition of population. 

largely determined by the work of the secondary schools. As a 
rule the great majority of their students are drawTi from these schools. 
To be fairly estimated, therefore, they must be viewed against the 
background of the secondary schools. 

Secondary education in Nevada exhibits one unique pecuharity — 
it is wholly public. The difficulties under which secondary schools 



46 



SURVEY OF THE UNIVEKSITY OF NEVADA. 



have been established and maintained have also been extraordinary. 
The facts adduced above concerning the topography of the State 
and the distribution of its population bear out this assertion. Never- 
theless, the development of secondary school facilities in the last 











• 








^ 










ai 






• 




H 


1 


^ 










i 


• 










» 













^ 



^ 

^ 



OC 



w 



^ 




VI. 


»o . 




c- 


• 




• 


o 




0> 


OJ 




H 







10 years has been exceptionally rapid. The following table shows 
the percentage of gain and loss in population, school population, 
and secondary enrollment from 1895 to 1914. A table showing 
growth in these three directions in 15 other States is given in the 
Appendix, p. 142. 



FACTOES WHICH CONDITION HIGHER EDUCATION. 



47 



Table &.— Percentage of gain and loss in population, school population, and secondary 
enrollment from 1895 to 1914.^ 





[Figures in italic show per cent of loss.] 






Years. 


Popula- 
tion. 


School 
population. 


Secondary 
enrollment. 


18Q5 


43,010 

42.335 

U67 

42,335 

0.00 

81,875 

93.39 

98,726 

20.58 


9,408 

9,260 

1.67 

9,013 

2.67 

17, 439 

93.48 

16,201 

7.09 


322 


1900 


.068 


Per cent 


76.09 


1905 


422 


Per cent 


22. 18 


1910 


836 


Per cent . . 


98.10 


1914 


1,022 


Per cent 


22.25 







Figure 7 illustrates graphically# the facts presented in the table 
and shows also the growth in higher educational enrollments. 
Nevada does not rank particularly well with other Western States 
in the percentage of the whole number of pupils that is enrolled 
in secondary schools. Reference to the table on p. 41, however, 
will show tha\ the age group including persons of high-school age 
is unusually small. Of the 11 Western States, 5 show a larger 
percentage of the whole number of pupils undergoing secondary 
education. But one shows a smaller percentage of the total popu- 
lation enrolled in secondary schools.^ 

Viewed from another angle Nevada's secondary school system 
bears a somewhat favorable comparison with those of other new and 
sparsely settled States. There were 19 four-year high schools in 
1915-16. Seventeen of these were accredited by the State Univer- 
sity.^ The entrance requirements of the university are standard 
in amount and scope. (See p. 69.) 

The citizens of Nevada have faced great physical obstacles to the 
development of secondary education, but they appear already to 
have laid a sound foundation for a secondary school system. Inci- 
dentally it might be remarked that the cost both in money and in 
effort has been large. The State must look forward to even greater 
expenditures, however, before Nevada can have a fully developed 
system of secondary schools. 

In reports made on other State systems of education the Bureau 
of Education has indicated by extending upward the enroUment 

1 The figures of population and school population are taken from the United States Census report . There 
are discrepancies between these figures and those in the table on p. 39, which are explained in the notes 
on the latter table. Secondary enrollment figures are obtained by the Bureau of Education through 
direct reports from the schools. 

« Indeed Nevada has a smaller percentage of the total population em-olled in all types of educational 
institutions combined than any other State in the Union. The per cent is 12.6, as against 21.4 for the 
whole United States. This is chiefly due to the smaller proportion of children. 

' An accredited school is one whose standards and equipment have been approved by the agents of a 
higher institution (generally the State university) and whose graduates are accepted for entrance by that 
institution without examination. 



48 



SURVEY OF THE UNIVERSITY OF NEVADA. 



curves the numbers that might be expected in schools and colleges 
at various future periods. While of course an accurate forecast of 
future enrollment can not thus easily be obtained, undoubtedly the 



300 



200 



100 




308 



1000 



500 




. 1.022 



100,000 



50.000 




98,726 



1895 1900 1905 1910 1915 

Fig. 7.— Population of Nevada— Collegiate and secondary enrollment. 

general tendency is by this means rather vividly illustrated. Be- 
low are the curves of secondary school and collegiate enrollment pro- 
jected from the year 1914 to the year 1925 (figure 8). It will be 
noted that the actual gain in secondary -enrollment in the last two 



FACTORS WHICH CONDITION HIGHER EDUCATION. 



49 



years has been considerably greater than the number indicated by 
the projected curves for this period. The hypothetical enrollment 



500 
























400 










/ 
/■ 














300 






/ 






200 




^ 


/ Collegiate enrollment. 




187 










100 













510 



2,000 



1,50Q 



1 . 000 



600 



^68 



1900 



Secondary enrollment* 



1.750 



1910 



1915 



1920 



1905 

Fig. 8.— Collegiate and secondary enrollment, 1914 to 1925. 



1925 



figure (1,750) for 1925, therefore, is probably a very conservative 
prophecy.^ 

1 The committee is not miaware of the fact that many other circumstances than those mentioned here 
will affect the size of secondary enrollments. Natm^ally the small percentage of persons under 24 years of 
age (in Nevada it is approxiately 26 per cent of the total population, as against 51 per cent for the whole 
United States) is a retarding factor. The rate of growth in population often has a considerable influence 
also, although in the present stage of American education this influence is sometimes less than may be 
imagined. For confumation of this statement the reader is referred to Bulletin, 1916, No. 19, pp. 17-23, 
and Bulletin, 1916, No. 26, pp. 25-30, Bureau of Education. In a State like Nevada movements in popula- 
tion and the development of transportation facilities are likely just now to have much more effect on sec- 
ondary enrollments than even a large and unexpected increase in the number of inhabitants. Then, of 
course, the standards and traditions of new immigrants determine in large measure whether or not their 
children shall frequent high schools. 

98578°— 17 4 



50 SURVEY OF THE UNIVERSITT OF NEVADA. 

HIGHER EDUCATION IN NEVADA. 

Nevada is one of lave States in which the only institutions of col- 
legiate rank are State institutions. In but two other States, how- 
ever, Delaware and Wyoming, is all work above high-school grade, 
including teacher training, concentrated at the State university.^ 

It is doubtless clear that a State with less than 100,000 popula- 
tion does not need and could not well support more than one higher 
institution. Indeed, if one has regard to the size of the population 
alone, it is amazing that Nevada has been able to maintain with 
credit a single institution of university grade. But, as will shortly 
be shown, the small number of people behind the institution has 
been offset by certain other factors. 

The Bureau of Education has aheady several times noted ^ that 
every higher institution exercises a strong magnetic pull on its im- 
mediate environment. The force of the attraction is much less 
strong at a distance. Many detailed studies of enrollments have 
shown that most colleges and universities draw the majority of their 
students from within a radius of 50 miles. Few institutions obtain 
any considerable percentage of their enrollments from outside a 
circle with a radius of 100 miles. (Maps on pages 79 and 80 will 
show that the University of Nevada is one of these few.) In view 
of this tendency, which is so well-nigh universal as to take on the 
appearance of a natural law, it is doubtless expedient to have State 
universities located rather close to the centers of population. Other 
things being equal, it would appear to be most convenient to have a 
State university somewhere near the center of the State. But few 
State universities are thus strategically placed and, in fact, in few 
Commonwealths is the population so distributed that the estab- 
lishment of the State university in the center of the State would 
after all be most appropriate. In Nevada the location of the uni- 
versity at Eeno, although the city is on the extreme border of the 
State, has been most favorable to the institution's growth. It has 
been able to serve much larger numbers of young people than would 
have been possible had it been situated anjnvhere else. Washoe, 
Storey, Ormsby, Lyon, and Douglas Counties are the most densely 
populated counties in the State, both as regards rural and urban 
inhabitants. 

The committee believes that the State is to be congratulated on 
its settlement of two fundamental matters relating to the univer- 
sity. The first is the location of the institution. Secondly, the State 
has not separated its higher educational enterprise into several parts, 

1 Because of their flexible organization and slight enrollments, the teacher training classes, called county 
normal schools, are not reckoned as liighor institutions. 

2 See also Gen. Educ. Bd. Rep., 1902-1914, p. 19 et soq. 



FACTORS WHICH CONDITION HIGHER EDUCATION. 51 

as SO many young and sparsely populated States have been led into 
doing, but it has kept all branches consolidated in a single institu- 
tion, thereby preventing an expensive and irritating rivalry. The 
committee is aware that the separation of the college of agriculture, 
and its establishment in another part of the State, has been dis- 
cussed, and that the plan still has a certain measure of public sup- 
port. It yentures to advise emphatically against such a step. The 
separation of the State universities and the colleges of agriculture 
and mechanic arts in other States has thus far proved of doubtful 
advantage from the educational point of view.^ In other respects 
it has been productive of jealousies, misunderstandings, political con- 
flicts, and personal antagonisms which comport ill with the true 
spirit and purpose of higher education. A State which has not 
aheady on its hands the problem of adjustment between these two 
institutions may well avoid it. 

, SUPPORT OF HIGHER EDUCATION IN NEVADA AND OTHER STATES. 

The measure of support which the University of Nevada is receiving 
is a matter of unusual interest both to the citizens of Nevada and to 
outside students of education. That a State of less than 100,000 
population should be able to maintain a university at all is a source 
of some surprise to those who know no more about the State of Nevada 
than the size of its population. The figures presented in the accom- 
panying tables and documents should make plain whether or not 
the State has been unduly burdened by having the institution at 
its charge. 

In these tables the expenditures for both private and public higher 
education are included. In many of the older States higher education 
has been left largely to private initiative and is endowed and sup- 
ported for the most part by private benefactions. Nevertheless, the 
institutions on private foundations are as truly pubhc agencies for 
higher training as are State-supported institutions. The existence 
of them relieves the State of the necessity of providing similar 
facilities at public expense. Moreover, the fact should not be 
overlooked that to a large degree the citizens of the State pay for 
private as well as public institutions. The taxation for the support 
of private higher institutions may be so indirect and so distributed 
in time as to escape recognition, yet it is in a very real sense a fiscal 
burden which the citizens of the State must bear. On the other 
hand, States which have few or no private institutions must of neces- 
sity meet the demands of their people by the provision of public 
institutions. Allowing for variations produced by certain peculiar 

1 For a discussion of possible advantages, however, see Bulletin, 1916, No. 19, p. 48 et seq. 



52 



SURVEY OF THE UNIVERSITY OF NEVADA. 



St^-te conditions/ the following tables make possible a fairly reliable 
comparison of the generosity of the States in the matter of the 
support of higher education. 

Table 7 shows the total wealth of the States in 1912, the amount 
spent for higher education in the following academic year, and the 
amount spent for higher education for each $1,000 of wealth. Table 



J?' 



i? 



<^ 



S> 







I $135,500 



,044,000, 



o 20(g 



1900 



1905 



1910 



1915 



1890 1895 

Fig. 9.— Total State expenditures, compared with expenditures for higher education, at the fixed ratio of 

1 to 10. 



8 shows the rank of the States with respect to the expenditure 
recorded in column 3 of Table 7. Table 9 shows the population of 
each State (census figures of 1910), the receipts of higher educational 
institutions, including normal schools, and the apportionment per 
capita among the citizens of the States of the receipts of higher 
institutions. Table 10 shows the rank of the States with respect 

1 For example, the high rank of Delaware in Tables 8 and 10 is due to the fact that the State in the year 
under consideration made large appropriations for the sound establishment of the State College. The 
hi.^h rank of Massachusetts in the same tables is not altogether significant, because Massachusetts contains 
many long-established wealthy institutions and in turn educates a lar<re proportion of the young people 
of the whole Northeast. 




98578—17. CTo face page 52.) 




98578—17. CTo face page 52.) 



FACTORS WHICH CONDITION HIGHER EDUCATION. 



53 



to the per capita apportionment of the receipts of higher education 
(normal schools included). The accompanying map shows the loca- 
tion of universities, colleges, and technological schools in the United 
States. 

Figure 9 indicates the relation which expenses for higher education 
in Nevada have borne to total State expenditures for the past 25 
years. Throughout the United States State appropriations for higher 
education have grown steadily from year to year. In many States 
the proportion of the total State appropriations which is devoted to 
higher education has increased steadily also. In Nevada, it will be 
observed that the ratio between these two classes of expenditures 
has remained substantially constant.^ 

Table 7. — Amount expended for higher education for each ijilfiOO of wealth. 

[Based on the estimated true value of all taxable property. United States Census, 1912, and total receipts ol; 
universities, colleges, and normal schools as shown in the Report of the Commissioner of Education.] 



States. 


Total wealth 
in 1912. 


Spent for 

higher 

education, 

1913-14. 


'roST'' 




$2,050,000,000 

487,000,000 

1,758,000,000 

8,023,000,000 

2,286,000,000 

2,154,000,000 

294,000,000 

1,015,000,000 

2,299,000,000 

591,000,000 

14,596,000,000 

4,951,000,000 

7,437,000,000 

4,394,000,000 

2,152,000,000 

2,057,000,000 

1,030,000,000 

2,002,000,000 

5,735,000,000 

5,169,000,000 

5,267,000,000 

1,306,000,000 

5,546,000,000 

1,113,000,000 

3,605,000,000 

441,000,000 

613,000,000 

5,362,000,000 

502,000,000 


$1,323,000 


$0.65 


Arizona 


601,000 ' 1.23 




524,000 .30 




5,458,000 ! .68 


Colorado - - -•- 


1,142,000 1 .50 




2,706,000 
1,142,000 

449, 000 
1, 407, 000 

417,000 
9,774,000 
2,089,000 
3,815,000 
2,327,000 
1,077,000 
1,122,000 

948,000 
1,898,000 
8,445,000 
3, 799, 000 
4,140,000 
1,140,000 
2,314,000 

540, 000 
1,842,000 

208,000 
1,130,000 
2,066,000 

301, 000 


1.25 


Delaware . .^ 


3.88 


Florida 


.44 


Georgia 


.61 


Idaho .. 


.71 


Illinois 


.68 


Indiana , 


.42 




.51 


Kansas . . 


.53 




.50 


Louisiana 


.55 




.92 




.95 


Massachusetts 


1.47 




.73 


Minnesota . 


.79 


Mississippi 


.87 


Missouri 


.42 


Montana 


.48 




.51 


NEVADA 


.47 


New Hampshire 


1.84 




.39 


New Mexico 


.60 



1 Explanationof figure 9.— Items included in total State expenditures: State officers, judicial depart- 
ment, fish commission. State prison, State insane, deaf, dumb, blind, orphans home. State printing, States 
capitol grounds and buildings, weather service, special elections, district agricultural societies. State 
university, State militia, water. State library, interest on State debt, public schools, hospital for mental 
diseases, mines inspection, State police, sheep commission, irrigation, G. A. R., food adulteration, banking 
commission, bureau of industries, expositions, quarantine. 

Items included in higher educational institutions: The State university. In 1914 there were expendi- 
tures for three normal training schools, but these have been omitted. The Virginia City Mining School 
iS omitted. Included in expenditures for higher education are State appropriations for support, new 
buildings and equipment; interest on land-grant funds; and United States direct appropriations. Fees 
and earnings are omitted. Experiment station funds are omitted. 

Source. — Report of State comptroller for the year. 

Transfers seem to have been omitted from the comptroller's report and money spent for investment 
in bonds or for the redemption of Nevada State bonds is deducted. 



54 SURVEY OF THE UNIVERSITY OP NEVADA. 

Table 7. — Amount expended for higher education for each $1 ,000 of wealth— Gontmued. 



States. 


Total wealth 
in 1912. 


Spent for 

higher 
education, 
1913-14. 


Spent per 
$1,000. 


New York 


$21,913,000,000 
1,745,000,000 
2,038,000,000 
8,552,000,000 
4,321,000,000 
1,843,000,000 
14,137,000,000 

893,000,000 
1,301,000,000 
1,331,000,000 
1,834,000,000 
6,552,000,000 

735,000,000 

797,000,000 
2,175,000,000 
3,055,000,000 
4,282,000,000 

345,000,000 
2,180,000,000 


$16,139,000 
1,644,000 
1,250,000 
4,817,000 

845,000 
1,232,000 
7,673,000 

503,000 
1,569,000 

960,000 
1,461,000 
3, 223, 000 

515,000 

482,000 
2,980,000 
1,954,000 
5,428,000 

193,000 

871,000 


$0.74 
.94 
.61 
.56 
.19 
.67 
.54 
.56 

1.21 
.72 
.80 
.49 
.70 
.60 

1.37 
64 


North Carolina 


North Dakota 


Ohio 


Oklahoma 


Oregon 


Penn.svlvania 


Tlhode" Island 


-South Carolina 


South Dakota 


Tennessee 


Texas 


Utah • 


Vermont 


Virginia 


Washington 


Wisconsin 


1.27 
56 


'Wyoming 


"West Virginia 


39 







Table 8. — Amount expended for higher' education for each $1,000 of wealth in order of 

rank, by States, 1913-14. 



1. Delaware $3. 88 

2. New Hampshire 1. 84 

3. Massachusetts 1. 47 

4. Virginia 1.37 

5. Wisconsin 1. 27 

6. Connecticut 1. 25 

7. Arizona 1.23 

8. South Carolina 1. 21 

9. Maryland 95 

10. North Carolina 94 

11. Maine 92 

12. Mississippi 87 

13. Tennessee , 80 

14. Minnesota 79 

15. New York 74 

16. Michigan 73 

17. South Dakota 72 

18. Idaho 71 

19. Utah 70 

20. California 68 

21. Illinois 68 

22. Oregon 67 

23. Alabama 65 

24. Washington 64 



25. North Dakota $0. 61 

26. Georgia 61 

27. Vermont 60 

28. New Mexico 60 

29. Ohio. 56 

30. Rhode Island 56 

31. Wyoming 56 

32. Louisiana 55 

33. Pennsylvania. . , 54 

34. Kansas 53 

35. Iowa 51 

36. Nebraska 51 

37. Kentucky 60 

38. Colorado 50 

39. Texas 49 

40. Montana 48 

41. NEVADA 47 

42. Florida 44 

43. Indiana 42 

44. Missouri 42 

45. West Virginia 39 

46. New Jersey 39 

47. Arkansas 30 

48. Oklahoma 19 



Table 9. — Per capita apportionment of receipts of higher educational institutions, 1913-14. 



States. 


Population. 


Total appor- 
tionment. 


Per 
capita. 


Alabama 


2,138,000 

204,000 

1,574,000 

2,378,000 

799,000 

1,115,000 

202,000 

751,000 

2,609,000 

326,000 

5,639,000 

2,701,000 

2, 225, 000 

1,691,000 

2,290,000 

1,656.000 

742,000 

1,295,000 

3,366,000 


$1,323,000 

601,000 

524,000 

5,458,000 

1,142,000 

2,706,000 

1, 142, 000 

449,000 

1, 407, 000 

417,000 

9,974,000 

2,089,000 

3, 815, 000 

2,327,000 

1,077,000 

1,122,000 

958,000 

1,898,000 

8,445,000 


$0.62 




2.94 


Arkansas 


.33 


California. . . 


2.30 


Colorado 


1.43 




2.43 


Delaware 


5.65 


Florida 


.60 


Georgia 


.54 


Idaho 


1.28 




1.77 


Indiana . . . . . . . . 


.77 




1.71 




1.38 




.47 


Louisiana . . . 


.68 


Maine . 


1.28 


Maryland 


1.46 


Massachusetts 


2.51 



FACTOKS WHICH (X)NDITION HIGHER EDUCATION. 



55 



Table 9.— Per capita apportionment of receipts of higher educitional institutions, 1913-14 

— Continued. 



states. 


Population. 


Total appor- 
tionment. 


Per 

capita. 


Michiean 


2,810,000 
2,076,000 
1,797,000 
3,293,000 

376,000 

1,192,000 

82,000 

431, 000 
2,537,000 

327, 000 
9, 113, 000 
2,206,000 

577, 000 
4,767,000 
1,657,000 

673,000 
7,665,000 

543,000 
1,515,000 

584, 000 
2, 185, 000 
3, 897, 000 

373,000 

356,000 
2,062,000 
1,142,000 
1,221,000 
2,334,000 

146,000 


$3,799,000 
4, 140, 000 
1,140,000 
2,314,000 

540, 000 
1,842,000 

208,000 
1,130,000 
2,066,000 

301,000 

16, 139, 000 

1,644,000 

1,250,000 

4,817,000 

845, 000 
1,232,000 
7,673,000 

503,000 
1,569,000 

960,000 
1,461,000 
3, 223, 000 

515,000 

482,000 
2,980,000 
1,954,000 

871,000 
5,428,000 

193,000 


$1.35 




1.99 




.63 


Missouri , 


.70 




1.44 


Nebraska 


1.54 


NEVADA 


2 53 




2.62 




.81 




.92 


New York . . . 


1.77 


North Carolina 


.75 


North Dakota . 


2.17 


Ohio 


1.01 


Oklahoma . . 


.51 


Oregon 


1.83 


Pennsylvania 

Rhode Island . .... 


1.00 
.93 


South Carolina 


1.04 


South Dakota 


1.64 




.67 


Texas 


.83 


Utah 


1.38 


Vermont . 


1.35 


Virginia 


1.45 


Washington 


1.71 


West Virginia 


.71 


Wisconsin 


2.33 


Wyoming 


1.32 







Table 10.— Rank of States as to per capita receipts of higher educational institutions, 
including normal schools, 1913-14. 



Delaware $5. 65 

Arizona 2. 94 

New Hampshire 2. 62 

NEVADA 2.53 

Massachusetts 2. 51 

Connecticut 2. 43 

Wisconsin 2. 33 

CaUfornia 2. 30 

North Dakota 2. 17 

Minnesota 1. 99 

Oregon 1.83 

New York 1. 770 

Illinois 1. 768 

Iowa 1. 714 

Washington 1. 711 

South Dakota 1.64 

Nebraska 1. 54 

Maryland 1. 46 

Virginia 1. 45 

Montana 1. 44 

Colorado 1. 43 

Kansas 1. 38 

Utah 1. 38 

Vermont 1. 35 



25. Michigan. $1. 35 

26. Wyoming 1. 32 

27. Idaho 1.279 

28. Maine 1.277 

29. South Carolina 1.04 

30. Ohio 1.01 

31. Pennsylvania 1. 00 

32. Rhode Island 93 

33. New Mexico 92 

34. Texas 83 

35. New Jersey 81 

36. Indiana 77 

37. North Carohna 75 

38. West Virginia 71 

39. Missouri 70 

40. Louisiana 68 

41. Tennessee 67 

42. Mississippi 63 

43. Florida 60 

44. Alabama 57 

45. Georgia 54 

46. Oklahoma 51 

47. Kentucky 47 

48. Arkansas 33 



Attention is here especially called to the fact that Nevada ranks 
forty-first in Table 8, on the basis of the amount spent on higher edu- 
cation for each $1,000 of wealth. It is evident that, while the State 
is paying a large amount for its university per capita of its population 
(as is indicated in Tables 9 and 10), actually the institution consti- 
tutes a relatively slight drain on the total property of the State/ and 
it is of course the relation of the expenses of the university to the 

1 other illuminating tables showing the resources available for all educational purposes appear in the 
Appendix, pp. 143 et seq. 



56 



SURVEY OF THE UNIVERSITY OF NEVADA. 



taxable — and taxed — ^resources of the State that is significant.^ Fur- 
ther confirmation of this conclusion is found in the mill-tax rate by 
which the university is supported. This is considerably lower than 
the rates of many other States. While Nevada has done well, 
therefore, being a State of small population with many urgent 
demands for its public funds, to develop and maintain a university 
of reputable grade, the university has not been a very considerable 
burden. The State has been less liberal in its support than many 
other States have shown themselves to be toward the institutions 
of their creation. 

HIGHER EDUCATIONAL ENROLLMENTS. 

The summaries of secondary and higher enrollments and the 
estimated changes in population presented below show that, although 
the population of Nevada more than doubled between 1900 and 1907 
(see table on p. 39), there was little increase in high-school or uni- 
versity enrollments.^ During the succeeding seven years the popu- 
lation underwent a little fluctuation, chiefly in a downward direction, 
but there was a marked gain in high-school enrollments. The great 
increase in university attendance began a few years after the increase 
in the secondary schools. The university has had its most rapid 
growth within the last four or five years. 

Table 11. — Population of Nevada— University and secondary enrollment. 



Year. 


Total 

population 

(United 

States 

Census). 


Total 
population 

(Prof. 
Adams's 
estimate.) 


Collegiate 
enrollment. 


Secondary 
enrollment. 


1895 -> 


43,010 
42,335 
42,335 

81,875 
98,726 




84 
187 
181 
220 
327 


322 


1900 




568 


1905 


65,238 


442 


1910 


836 


1914 


85,968 


1,022 







It has already been pointed out that Nevada does not rank high 
among Western States with respect to the per cent of the whole num- 
ber of pupils and the per cent of the total population enrolled in sec- 
ondary schools. To determine the relative extent of the service which 
the university is rendering the State through the medium of its 
resident courses of instruction, it is necessary therefore not only to 
examine the relative rates of growth of secondary and collegiate en- 
rollment within the State, but also to compare the higher educational 

1 It should be noted, nevertheless, that under the constitution of the State about 20 per cent of the total 
wealth is untaxable. 

2 Students in the preparatory department of the imiversity, for the years when the university maintained 
such a department, are not included in the figures on which the summary of collegiate enrollment is based, 
but are included in the figures representing the secondary enrollment. The collegiate enrollment for the 
year 1914 includes a summer school of 9. All the figures are those reported by the Commissioner of 
Education. 



FACTORS WHICH CONDITION HIGHER EDUCATION. 57 

enrollment in Nevada with those in other States. It appears that, 
in the proportion of persons availing themselves of opportimities for 
higher education, Nevada compares very favorably not only with 
Western States, but with the other States of the Union. The per 
cent of the whole number of pupils that is enrolled in the university 
is 2.66. The only Western State having a greater percentage of the 
whole number in higher education is CaUfornia, with 2.86 per cent. 
But three other States in other sections of the country^ — Massachu- 
setts, Nebraska, and Wisconsin — and the District of Columbia report 
a larger proportion of the whole number of pupils enrolled in higher 
education. 

Even when the percentage of the total population enrolled in higher 
institutions is considered, Nevada, in view of the small proportion of 
persons of school age in the State, makes quite as satisfactory a com- 
parative showing. Five Western States — Colorado, Utah, Washing- 
ton, Oregon, and California — report a larger per cent of the total 
population enrolled in higher institutions. In every one of these 
States, however, the proportion of the population below 25 years of 
age is greater than in Nevada. Comparing Nevada with the whole 
United States, it appears that Nevada ranks twenty-fifth among the 
States with respect to the per cent of the total population enrolled 
in higher institutions. Moreover, it falls but slightly below the aver- 
age per cent of the whole coimtry. In Nevada thirty-four one- 
hundredths of 1 per cent of the total population is enrolled in the 
imiversity. In the United States thirty-seven one-hundredths of 1 per 
cent of the total population is enrolled in aU higher institutions. 

Two conclusions suggest themselves from the foregoing facts: 
Either the University of Nevada has attained a much greater relative 
development than the other parts of the system of public education 
and a disproportionate number of the citizens of the State are avail- 
ing themselves of higher education; or Nevada is giving higher edu- 
cational opportimities to an imusually large number of citizens from 
other States. 

The committee has secured statements as to the States and coun- 
ties of residence of all students enroUed at the University of Nevada 
during the last academic year. It appears that in the first semester of 
the year 1915-16, approximately 32 per cent of the total enrollment 
came from outside the State and that 21.7 per cent were residents 
of California. In the second semester approximately 29 per cent of 
the total enrollment was made up of nonresidents. The CaUfornia 
contingent was roughly 22 per cent of the total. Perhaps, to be abso- 
lutely conclusive, the record should cover a longer period.* Incom- 

1 The committee might have secured this information, but it was reluctant to add further to the burden- 
some tasks which it had imposed upon the recording officers of the university, especially upon the regis- 
trar, tasks which were in every case performed promptly and cheerfully. 



58 SURVEY OF THE UNIVERSITY OF NEVADA. 

plete as it is, however, it is highly suggestive, especially when reen- 
forced by the testimony of various institutional officers to the effect 
that there have always been large numbers of students from Cali- 
fornia and other Western States at the University of Nevada. If 
this testimony is accepted without further documentary support, it 
is clear that Nevada's high rank among the States on the basis of the 
proportion of persons enrolled in higher institutions is at least partly 
due to the presence of many nonresident students. The committee 
is about to discuss in another connection the attitude of State uni- 
versities toward the acceptance of students from other States. While 
free migration may as a rule be encouraged, it is believed that an in- 
stitution in which nearly one-third of the whole student body comes 
from outside the State may profitably scrutinize with care the mo- 
tives of these nonresidents. 

But from another point of view, the ratio which the number of 
persons enrolled at the University of Nevada bears to the whole num- 
ber of individuals in the schools of the State and to the total popu- 
lation is instructive. It manifestly suggests that the University of 
Nevada is now about as large as might under present educational 
conditions in the country be expected until the population of the 
State increases. In a State as prosperous as Nevada, as immersed 
in profitable material pursuits, the public welfare depends to a greater 
degree than in many other commimities upon the higher education, 
especially in liberal and cultural lines, of a large proportion of the 
people. The university ought not to seek numbers as an end, bow- 
ever. The committee is disposed to advise that the university 
authorities continue their efforts to present the claims of the institu- 
tion to the people of the State and to induce larger numbers of young 
men and women from Nevada to frequent it, but that they make no 
special appeal for students outside the State. 

ORGANIZATION AND SCOPE OF THE UNIVERSITY OF NEVADA. 

The organization of the University of Nevada now embraces the 
following main divisions: The college of arts and sciences, offering 
liberal courses leading to the degrees of A. B. and B. S. ; the college 
of engineering, including the Mackay school of mines, the school of 
mechanical and electrical engineering, and the school of civil engi- 
neering; the coUege of agriculture, including degree courses and 
short courses in agriculture and home economics; the Nevada State 
normal school; the university extension division; a public service 
division, containing such activities as the State veterinary control 
service, the State analytical laboratory, etc. ; and a summer session 
designed primarily to furnish opportunities to teachers. Most of 
these divisions, departments, and schools are treated separately in 



FACTORS WHICH CONDITION HIGHER EDUCATION. 59 

later portions of the report.^ At this point it is sufficient to indicate 
that the development of departments has thus far corresponded to 
the demonstrated need for higher Hberal and professional training in 
the State. ^ The college of arts and sciences is the only organip divi- 
sion of the university which does not minister directly, indeed, to 
the major vocational interests of the State. With respect to the 
desirability of the maintenance of a college of arts and sciences as 
part of a State university, however, there has never been any ques- 
tion. Such a college forms the nucleus of every State university, 
and it is the germ from which nearly every one has sprung. Its 
claims have often been presented and need not be urged again here. 
In spite of the rapid evolution of the vocational curricula, the college 
of arts and sciences has gained in numbers and strength and prestige 
aU over the country. 

The committee is of the opinion that, in view of the smalhiess of 
the population, the University of Nevada should not in the near 
future plan to develop other technical or professional departments. 
The State does not need them and may spare itself the expense. 
There are of course always a few individuals who would find a local 
law or medical school, for instance, convenient, but this does not, in 
the committee's judgment, constitute an obligation on the part of 
the State to provide such training. Perhaps a brief statement of 
some of the considerations involved may help to make the commit- 
tee's position on the point clear. 

It is characteristic of American higher education that almost com- 
plete reciprocity prevails between States. State universities erect 
no barriers against students from neighboring Commonwealths. At 
most a nominal tuition fee is charged, which is intended to cover a 
part of the actual expense devolving upon the State for the instruc- 
tion of each student. Many State universities charge no tuition fee 
at all, receiving the citizens of other States on equal terms with 
natives. It is expected that there will be a considerable movement 
of students from one State to another. For the majority of States 
the number of nonresidents who are educated at State expense is 
probably just about balanced by the number of their own citizens 
who receive similar favors at the hands of other Commonwealths. 
But even the few State universities which, like Michigan and Illinois, 
have drawn unusually large numbers of students from outside the 
State borders have hesitated to put financial obstacles in their way, 
in the belief that these nonresident students both bring something 
valuable to the life of the institution and also take away with them 

1 For discussion of the college of arts and science, college of engineering, the Mackay school of mines, 
the college of agriculture, and the Nevada State normal school, see Chapter X. For discussion of the 
public service division, see Chapter IV. 

* For the vocational distribution of graduates of the last 10 years, see Appendix, p. 145. 



60 SURVEY OF THE UNIVERSITY OF NEVADA. 

a comprehension of and interest in the State of their temporary 
adoption that are ample compensation for the investment made in 
their behalf. These considerations apply equally to Nevada, of 
course. But the State has to determine whether so large a propor- 
tion of nonresidents as was mentioned above may not threaten the 
integrity of the institution as a State university and tend to divert it 
from its legitimate purposes. 

It is now commonly recognized that no university, not even the 
richest, can develop all modern lines of higher training. Each insti- 
tution must to a certain extent specialize. Its scope must be deter- 
mined primarily by the needs of its constituents. It is far more 
mportant that a university should provide facHities for the highest 
type of instruction and research in those branches most needed by 
its patrons than that it should attempt the impossible task of cover- 
ing all departments of knowledge. Many universities have already 
begun to act upon this principle. There is constantly less readiness 
to expand into expensive new departments. The recent interest of 
State appropriating bodies in the details of university policy and 
their insistence upon the utmost frugality consonant with sound edu- 
cational results in the operation of university establishments will 
doubtless accentuate this tendency. The few individuals who desire 
training in lines not cultivated by the home university now seek these 
opportunities elsewhere, and it is apparently to the public interest 
that they continue to do so. Even if the home university were to 
pay their expenses at other institutions outside the State limits, 
which, as far as the committee is aware, no State has yet done, the 
charge would be considerably less than the cost of maintaining pro- 
fessional departments for a small number of students. Certain large 
initial expenses must be incurred in the establishment of any branch 
of professional training, whatever the number of students who are to 
avail themselves of it. 

The committee believes that the time is rapidly approaching when 
each great university will take special pride in the excellence, perhaps 
the preeminence, of its offerings in one or two lines of work. State 
universities in the more thickly settled Commonwealths will prob- 
ably have to provide training in all the staple professional branches. 
But this obligation is not and will not be laid on a State of the size of 
Nevada. A community of less than one hundred thousand people, 
even if an enormously wealthy community, can not maintam a 
university worthy of the name without taxing itseK at a high rate. 
The fact that Nevada stood forty-first among the States in 1913-14 
on the basis of the amount expended for higher education for each 
$1,000 of wealth does not refute this statement, because the univer- 
sity has not yet been adequately supported. Specific statements of 
some of its larger needs appear later in this report. Suffice it here 



FACTORS WHICH CONDITION HIGHER EDUCATION. 61 

to allude to its shortage of buildings and appliances in several of its 
most important departments and to the need for a considerable 
expansion of its instructional and experimental work in those lines 
which bear directly on the State's principal industries. If the uni- 
versity's appropriations were doubled, the money could doubtless 
all be profitably devoted to the sound development of the colleges, 
schools, and departments already established. The institution has, 
in fact, unique opportunities for achieving national eminence in at 
least two lines, in mining engineering and in agriculture as applied 
to arid lands and mountain ranges. This distinction would be worth 
attaining. Nevertheless, it is after all quite secondary in importance 
to the State's need for the more complete exploitation of those natural 
resources with which these applications of science deal. 

Putting its views on these vital matters in a word, the committee 
would urge that the university make no immediate plans for the 
addition of further departments, and that it make no special effort 
to increase its enrollment for the mere sake of larger numbers. Its 
position in the educational world wiU be stronger and its services to 
the State more valuable, if it remains a small institution doing super* 
latively well what it undertakes to do. 

SUMMARY OF RECOMMENDATIONS. 

1. The rejection of proposals to separate the coUege of agriculture 
(and possibly other departments) from the university and to main- 
tain it at another place. 

2. The inadvisability of attempting to increase largely the univer- 
sity enrollment. 

3. The restriction of the scope of the university for the present to 
the liberal and technical divisions already established. 



Chapter IV. 

THE UNIVERSITY OF NEVADA AND THE PUBLIC 

SERVICE. 



It is commonly recognized that the State university has a threefold 
function with relation to the State: It must give liberal and Toca- 
tional instruction through the medium of organized courses of study 
for students in residence; it must carry to communities and indi- 
viduals who can not come to it for formal teaching information and 
instruction through the medium of its extension service; it must 
assist in the solution of the problems relating to the life and activities 
of the State and add to the sum of human knowledge through research. 
The modern State university is not therefore merely a local institu- 
tion for the instruction of resident students, as perhaps many citizens 
are still inclined to believe. The manner in which the State univer- 
sity should perform this triple task of teaching, extension, and re- 
search depends again on the characteristics and needs of the State. 
In some States one of these functions may properly be stressed more 
than would be necessary in others, but there is now general agree- 
ment among students of university administration that the State 
universities should everywhere to some extent cultivate aU three. 

The traditional activities of the University of Nevada received 
brief mention in the preceding chapter. The imiversity's perform- 
ance of these other two functions deserves separate treatment, both 
by reason of the unusual organization of them and because of their 
importance to the people of Nevada. 

THE PUBLIC SERVICE DIVISION. 

The legislature of 1915 consolidated into a ^^ Public service division" 
all the various extramural services which had from time to time been 
more or less directly connected with the university, together with 
certain other scientific activities. The public service division under 
an act approved March 11, 1915, consists of the following depart- 
ments: The State analytical laboratory; the State hygienic labora- 
tory; food and drug control; weights and measures; agricultural 
experiment station; agricultural extension; State veterinary control 
service; engineering experimentation. 
62 



UNIVERSITY OF NEVADA AND THE PUBLIC SERVICE. 63 

The last three of these were established by the legislature of 1915. 
The act contains these sections providing for the control of the depart- 
ments : 

Sec. 3. The board of regents of the University of Nevada, upon recommendation ol 
the president, shall designate and appoint a qualified individual to conduct each of 
these various departments of the public service division and shall grant him such 
assistants as they deem necessary, and the powers and duties of these individuals 
appointed as herein provided shall be as stated in the statutes establishing each of these 
several departments of the public service division: Provided, however. That in those 
instances wherein the statutes concerned impose upon the individual appointed as 
herein provided any police power, the appointment shall receive the approval of the 
governor of the State. 

Sec. 4. All rules and regulations necessary for the proper administration and enforce- 
ment of the statutes establishing the departments comprehended in this public service 
division of the University of Nevada shall be made by the president and board of 
regents of the University of Nevada. 

It will be observed that the public service division embraces all the 
organized agencies for extension and (since there is no graduate 
school) for research. In addition, it includes on the same administra- 
tive basis several other activities designed to conserve the lives and 
property of the people of the State, activities which when maintained 
in other States generally have no connection with the university. 

EXTENSION. 

Extension work at the University of Nevada is new. Thus far it 
consists of agricultural extension alone. The division of agricultural 
extension (now consolidated in the public service division) was organ- 
ized July 1, 1914, imder the provisions of the Smith-Lever Act. For 
the year 1915-16, in addition to the $10,000 appropriated under this 
act to every State in the Union, the State of Nevada received from the 
Federal Government as its proportion of the additional appropria- 
tion granted to each State accepting the provisions of the act $834, 
which sum was duplicated by appropriations of the State legislature. 
When the Smith-Lever Act matures in 1921 the State of Nevada will 
receive annually $15,699 from the Federal Government. While the 
amount received by the State of Nevada under this act is small, it 
nevertheless constitutes a very substantial foundation for extension 
work in agriculture and home economics. The work is thus far in 
its initial stages. It is being organized in close cooperation with the 
Department of Agriculture and has already led to gratifying practical 
results. The committee is glad to commend the plans in accordance 
with which it is being carried on. 

The president of the university and the director of extension are 
right in urging increased support for the work of the extension divi- 
sion. A State with such immense distances and in which so large 
a percentage of the people are engaged in agriculture probably can not 



64 SURVEY OF THE UNIVERSITY OF NEVADA. 

be adequately served even by the full amount of the Federal appro- 
priation under the Smith-Lever Act together with the State's neces- 
sary minimum addition to this sum. And yet, to the committee, 
another aspect of the extension problem seems equally worth empha- 
sizing. Although perhaps the most insistent need for imiversity 
extension in a rural State is met through the provision of agricultural 
extension, the legislature may be reminded that agricultural extension 
is but a small part of the whole extension field and that there are 
other as yet inarticulate needs which are no less real. For instance, 
an extension service arranged for persons engaged m mining would 
minister to a group as large as the agricultural population and as 
deserving of educational assistance. Many States are organizing 
through their normal schools extension courses for teachers which are 
coming to be regarded as among the most important agencies for 
developing professional spirit and imparting practical information. 
Nevada's normal school is a part of the university. If the State, 
whose teachers stand greatly in need of such service, is to reach its 
teachers through extension courses, these courses must naturally be 
furnished by the university. 

It appears to the committee also that in a State where communi- 
ties are so remote from one another, where there are few cities, and 
where transportation facilities do not yet touch aU districts, there is 
a special need for the kind of university extension which does not 
relate directly to vocational interests. It is precisely the citizens of 
such a Commonwealth who would profit most by correspondence 
courses, lectures, and exhibitions dealing with art, literature, music, 
and the interesting elements of science. The possible developments 
of university extension are almost boundless, limited only indeed by 
the resources of the institution which purveys it. The committee 
has no intention of cataloguing even the most common extehsion 
activities. It merely desires to lay stress on the fact that the State 
has almost everything yet to do in this field and to point out some of 
the more obvious directions in which the extension service may 
develop. 

ORGANIZED RESEARCH. 

Research as carried on at the smaller State imiversities and col- 
leges of agriculture is for the most part intensely practical. It has 
tended to relate itseK directly to the present industrial problems of 
the State. Often its results have been of immediate industrial 
benefit. The committee does not, of course, hold the opinion that 
what might be called '^dollar research" is the only kind that should 
be encouraged by a State institution. Many research undertakings 
which appear to have slight bearing on present economic needs have 
proved productive of remoter benefits of great importance. There is 
also a large class of investigations totally imrelated to material ad- 



UNIVEKSITY OF NEVADA AND THE PUBLIC SEEVICE. 65 

vantages the results of which have in intangible ways enriched 
human hfe and contributed to the progress of civihzation. All these 
are the province of the university. Their prosecution must largely 
depend on university scholars. But research is as a rule a costly 
enterprise; especially in the sciences expensive equipment is often 
needed; and always there is involved the release of certain highly 
trained individuals from other duties. What is sometimes called 
''pure research/^ therefore, is generally a luxury in which the smaller 
universities that are still in the early stages of development can 
indulge but sparingly, if at all. It is proper that such institutions 
should center their efforts on problems of immediate practical con- 
cern, at the same time striving to keep alive in all departments the 
spirit of scientific inquiry against the day of larger resources. 

The organized research of the University of Nevada is adminis- 
tered in the public service division chiefly through the agricultural 
experiment station and the department of engineering experimen- 
tation. The State hygienic laboratory and the State veterinary 
control service have also included a certain amoimt of research, 
among other activities. Of these agencies the first two aim directly 
at the solution of difficulties concerning the agriculture of the State. 

THE AGRICULTURAL EXPERIMENT STATION. 

The general purpose of the agricultural experiment stations estab- 
lished and supported in every State by acts of Congress of 1887 and 
1906 is too well known to need explanation here. It is sufficient to 
note that the Nevada station has in the last three years confined 
itself exclusively to the investigation of three sets of pressing local 
problems — the water problem, the animal disease problem, and the 
group of problems bearing on range management and range improve- 
ment. In the study of animal diseases it has had valuable assist- 
ance from the director of the State veterinary control service, and 
has thus correlated its work with the work of that department. 
This practical poficy of the station has received strong support from 
the present administration of the university and is indorsed by the 
OflB-ce of Experiment Stations of the United States Department of 
Agriculture. The committee believes that it must commend itself 
to all intelligent observers of the State's needs. 

ENGINEERING EXPERIMENTATION. 

The department of engineering experimentation was created by 
the legislature of 1915. In cooperation with the State engineer's 
oflB.ce and the United States Bureau of Irrigation Investigations, 
projects have been undertaken to determine the extent of under- 
ground waters in various parts of the State and the feasibility of 
using these waters through pumping for agricultural operations. It 

98578°— 17 5 



66 SURVEY OF THE UNIVEBSITT OP NEVADA. 

is apparent tliat such investigations are closely related to the work 
of the experiment station and comport with the purpose of a State 
university which includes colleges of agriculture and mechanic arts. 
The results already appear to justify the enterprise. 

THE STATE HYGIENIC LABORATORY. 

The principal function of the State hygienic laboratory is to aid 
local and State health authorities in. combating communicable dis- 
eases. It provides ''facihties for the diagnosis of infectious human 
diseases and for research into the nature, cause, and methods for 
the control of such diseases." The major part of its work has been 
and probably will be diagnostic. As such it is of great pubhc benefit. 
An instance of the service which such a laboratory is iq a position to 
perform for the State appears in connection with the recent epidemic 
of rabies among the live stock of a certain section of the State. In 
11 months the laboratory administered the Pasteur treatment to 62 
persons who had been exposed to the infection of the disease. The 
research work of the department is secondary and incidental. 

THE STATE VETERINARY CONTROL SERVICE. 

The object of the State veterinary control service, which was 
created by the legislature of 1915, is to perform the same service 
with respect to domestic animals that is rendered by the State 
hygienic laboratory to human beings. It includes the manufacture 
and distribution of various sera and vaccines. The director is State 
quarantine officer and head of the department of veterinary science 
and bacteriology of the agricultural experiment station. In the 
latter capacity he has made valuable contributions through research 
to the knowledge of the causes and nature of certain animal diseases. 
Both the economic and scientific importance of the State veterinary 
control service are unquestioned. Its connection with the imivei-sity 
is appropriate. 

ANALYTICAL WORK AND INSPECTION. 

The remaining departments of the pubHc service division may be 
conveniently grouped under this classification. It wiU be evident 
also from the brief statements already made that the work of the 
State hygienic laboratory and the State veterinary control service 
consists in part of activities represented by the foregoing heading. 

FOOD AND DRUG CONTROL. 

The work of this department embraces the analyses of samples taken in the field 
by representatives of the department, the analyses of food and drug products submit- 
ted to the laboratory by residents of the State, careful inspection of food and drug 
products offered for sale on local markets, and the sanitary inspection of places where 
food or drug products are manufactured, stored, and sold.* 

» Quotation from the report to the honorary board of visitors, 1916. 



UNIVERSITY OF NEVADA AND THE PUBLIC SEEVICE. 67 

The State law providing for food and drug inspection and analyses 
follows the national food and drugs act and specifies the adoption 
in Nevada of the Federal rules and regulations relating to the enforce- 
ment of it. 

WEIGHTS AND MEASURES. 

The standard weights and measures adopted by the National Gov- 
ernment have also been adopted by the Nevada State Legislature, 
and the laboratory of weights and measures is charged with the duty 
of inspecting weighing and measuring devices used in the sale of 
commodities throughout the State to determine whether they meet 
these legal requirements. The food and drug control and the 
inspection of weights and measures are carried on from the same 
laboratory through the efforts of the same staff. The value of both 
services to the citizens of the State is patent. 

In addition, the laboratory has undertaken to analyze the samples 
of water and soils submitted by residents of various parts of the 
State. Later in this report the need for the estabHshment of an 
adequately equipped soils laboratory, the lack of which has been in 
part supphed by this already overburdened department, will be 
mentioned. 

STATE ANALYTICAL LABORATORY. 

. The State analytical laboratory, or State mining laboratory, was 
estabHshed 21 years ago in order that citizens might have ores and 
minerals taken within the boundaries of the State analyzed and 
assayed without cost. The composition of the samples submitted, 
together with a general statement of their uses and values, are 
reported to the senders. Record of the materials and of the locahties 
in which they are foimd is kept by the tmiversity. In order not to 
place the university in competition with professional assayers and 
engineers, the reports made on samples do not include close determi- 
nations of the gold and silver values of the minerals. The service 
rendered by this laboratory has been of great benefit to prospectors 
and the demands made upon it have increased rapidly. 

The committee has been in general much impressed with the 
effectiveness and value to the State of the work of the public-service 
division. It wiU be evident to all that as the demands on the division 
increase (and they have grown rapidly already), further equipment 
and more experts must be provided. Certain of its departments, 
as has been indicated, are charged with regulatory powers. The 
exercise of these powers is an occasional cause of friction tending to 
make the university temporarily unpopular with the persons over 
whom the authority is exerted. The question whether the uni- 
versity is the appropriate agency permanently to exercise such powers 
deserves the careful consideration of the legislature and of the 
university officers. 



CHAPTER V. 

STANDARDS AND THE DISTRIBUTION OF THE STU- 
DENT BODY AT THE UNIVERCITY OF NEVADA. 



Allusion has been made to the belief that the standards of the 
University of Nevada are not as high as they should be. The 
opinion that such is the case was expressed to the committee by 
members of the faculty, by students, and by certain citizens. Docu- 
mentary evidence of the existence of this opinion may also be found 
in the issue of The Sagebrush, October 17, 1916. On the occasion 
of its meeting with the board of regents, the committee asked of 
the board the question: ''Does the board of regents desire that the 
standards of the University of Nevada shall be equal to those of other 
first-class State universities?" (See Appendix, p. 137.) The board 
answered the question emphatically in the affirmative. In view of 
these considerations the committee judges it to be important that 
the actual practice of the university in the matter of standards should 
be made clear. 

The integrity of academic standards is difficult to determine. 
They can not be tested with mathematical precision either by those 
on the inside or by outside investigators. The quality of a student's 
work can not be subjected to the same exact measurement or anal- 
ysis that may be applied to a piece of machinery or a chemical 
com.pound. The human factors, teachers and students alike, are 
highly variable. Knowledge itself is but partially and imperfectly 
standardized. Institutional standards therefore can never be demon- 
strated beyond dispute, not even by comparison with other institu- 
tions, although such comparison is often illuminating. 

The standards of a university depend chiefly on the mental atti- 
tude, on the conscience of its officers. Standards are likely to be 
high if these officers regard intellectual achievement as the prime 
business of a university; if they prize it above large enrollments 
and athletic prominence ; if their rules are shaped to its attainment ; 
if they enforce their rules firmly and honestly, even against lovable 
but ill-equipped individuals. Of course, no institution, least of all 
a State university, can ignore the facilities for scholarly preparation 
possessed by the schools which support it. It can not set up arbi- 
trary requirements which are beyond the reach of those whom it 
must serve ; but it may demand of its students the utmost intellectual 
08 



STANDARDS AND DISTRIBUTION OF STUDENTS. 69 

.attainment for which their previous preparation fits them, and by 
steady upward pressure it may gradually raise the level of scholar- 
ship within its sphere of influence. It is in this way that the present 
standards of both universities and secondary schools have been 
established in the United States. ^ High standards then are the 
product of unremitting diligence on the part of universit}^ officials 
and of constant aspiration. 

It is manifest that the estimation of university standards is largely 
a matter of judgment, and as such liable to error. However, there 
is generally a considerable body of evidence on which a judgment 
may be based. In the case of the University of Nevada the com- 
mittee has collected a great deal of evidence. The most important 
items it proposes to summarize or to reproduce in full herewith, 
after which it will state its conclusions. 

The first and most obvious piece of evidence relating to an in- 
stitution's standards is its own statement of its requirements. Col- 
leges and universities are under the necessity of giving wide currency 
to" the announcements of their requirements for entrance and for 
graduation. These announcements commonly appear with full detail 
in their catalogues. The latest issue of the catalogue of the Uni- 
vei^ity of Nevada (Apr. 1, 1916) contains a clear statement of its 
requirements under the title ^ ^Admission and degrees" (pp. 70 to 00, 
inclusive). 

According to this statement the university requires 15 units of 
secondary work for unconditional admission. Students who are 
candidates for degrees may be admitted with conditions in as many 
as two units. When admitted with conditions students are called 
''limited freshmen." These requirements on the quantitative side 
are in accord with the accepted practice of State universities and 
other reputable collegiate institutions in all sections of the country 
where admission by secondary school certificate prevails. There is 
at present a tendency, which the committee heartily indorses, to reduce 
to one unit or even to abolish entirely the amount of deficiency 
which may be allowed to a student at entrance. However, this 
tendency is by no means universal, and an institution which grants 
conditional admission on presentation of 13 clear secondary units 
is in good company. 

With regard to the subject content of the 15 required imits, the 
University of Nevada occupies a very progressive position. There 
are various types of standard admission requirements, discussion of 

1 In comparison with the accepted standards of to-day, the standards of the best American universities 
50 years ago were low indeed. School conditions in certain States do not yet permit the enforcement of the 
most severe collegiate standards, but the obligation resting on the coUepes of these States to contribute 
in the manner indicated above to the general elevation of standards is no less clear. Meanwhile, it is equally 
their duty to declare without equivocation or pretense just what is required f^r college entrance and grr-du- 
ation. 



70 SURVEY OF THE UNIVERSITY OF NEVADA. 

which would occupy disproportionate space in a document of this 
character.^ Suffice it to say that one of the best-considered modern 
systems of entrance requirements is that adopted recently by the 
University of Chicago. The main principles of the plan are. also 
recommended in. substance by the committee on articulation of 
high school and college of the National Education Association in 
1911.2 While not conforming to this system in every detail (and 
indeed details must necessarily differ in different localities), the 
requirements for admission to the college of arts and sciences of the 
University of Nevada in general follow the Chicago plan (see the 
issue of the catalogue referred to, pp. 71 ff.) Admission to the 
technical colleges is on a somewhat less elastic basis, but this also is 
in accord with the best practice. 

The University of Nevada, like most institutions of collegiate rank, 
grants facilities for study, however, to other than regular students. 
It accepts special students. The conditions on which special stu- 
dents are admitted and allowed to prosecute their work are stated on 
page 81 of the issue of the catalogue cited, as follows: 

SPECIAL STUDENTS. 

Persons not candidates for a degree, who may wisli to pursue some one study and its 
related branches, may be admitted as special students without passing the usual 
entrance examinations.^ Admission will be granted only upon the recommendation 
of the instructor under whom the special work is to be done, after such a recommenda- 
tion has been passed by the council of administration. Special students must be at 
least 20 years of age and must register for not fewer than 10 holy's of work per week. 
Exception to the rule in regard to the age limit and the number of hours of work can 
only be made by action of the university senate. No one may register in the univer- 
sity as a special student for more than two years, except upon the recommendation of 
the faculty of the college in which he is working and with the approval of the council 
of administration. The entrance committee will require from all special students a 
statement from reliable persons as to character and a record of previous academic work. 

The requirements for securing the bachelor's degree imposed by 
the leading universities and colleges of the coimtry vary greatly in 
details. In one point alone is there substantial uniformity, namely, 
LQ the number of academic counts (usually expressed in semester 
hours) demanded for the bachelor's degree. An overwhelming ma- 
jority of colleges and universities require 120 semester hours. Occa- 
sionally the minimum number runs slightly higher, and there are 
variations above this minimum in the different schools and depart- 

i The interested reader is referred for further details to Bui., 1913, No. 7, College Entrance Requirements, 
by Clarence D. Kings'.ey; to the Ilcp. of the (ommis. of Ed., 1914, vol. 1, p. 160 and pp. 163 ff.; Rep. of the 
Oommis. of Ed., 1915, vol. 1, pp. 148 11. ; and to the reports of the committee on college entrance requirements 
and of the committee on the articulation of high school and college, included in Proc. Nat. Ed. Assoc, for 
the years 1911, 1912, and 1913. 

«See Proc. Nat. Ed. Assoc, 1911, pp. 559 ff. 

• Like most State universities, the University of Nevada admits both by examination and by certificate 
from retiognized secondary schools. The majority of students, however, are admitted by certificate. 



STANDARDS AND DISTRIBUTION OF STUDENTS. 71 

ments. With respect to the quantitative requirements, however, 
the bachelor's degree may be said to be standardized.^ 

Most colleges and imiversities now organize the student's work in 
arts and sciences in accordance with some form of the group system, 
that is, the student is expected to choose one or two branches in 
which he will specialize. The remainder of his academic work is then 
made up (1) of subjects intended to contribute to a thorough compre- 
hension of his special fields, (2) of subjects important for purposes of 
general information, and (3) of a certain limited amount of free op- 
tions. Under different names and with large variations in practical 
appUcation, the group system is in force in a very considerable num- 
ber of the best colleges and universities of the country. 

The University of Nevada requires for graduation in the college of 
arts and sciences 124 semester hours. In the colleges of agriculture 
and engineering the number of required hours is considerably higher. 
In the coUege of arts and sciences the courses leading to the bacca- 
laureate degree correspond substantially to the general definition of 
the group system just given.^ 

Academic standards relate also to the conditions upon which 
students are allowed to remain in the university. With regard to 
these conditions the catalogue of the University of Nevada states 
(pp. 83 and 84) : 

Any student who receives a final grade of less than 60 per cent in any subject shall 
be considered as ** failed" in that subject. 

Any student who receives a grade of less than 70 and 60 per cent or more shall be 
passed conditionally. * * * 

If at the close of any semester a student does not pass in at least one-third of his 
work, he will be suspended from the university for a period of one semester. If at 
mid-semester or at the end of a semester a student does not pass in at least one-half of 
his work, he shall be placed on probation and notified of such probation by the regis- 
trar; if, then, at the end of the next regular report of grades by the faculty the 
student has shown no improvement, he will be suspended from the university for the 
following semester. 

The foregoing paragraphs summarize the principal regulations and 
annoimcements bearing on the matter of standards. It appears 
that with reference to the announced requirements for admission to 
regular standing and the requirements for the baccalaureate degrees 
the university's position is orthodox. On subsequent pages the com- 
mittee comments on the requirements for special students and for 
continuance on the rolls of the university. 

1 The committee is not unaware of a tendency on the part of a number of iastitutions of repute to emphasize 
other than quantitative measures for the determination of fitness to receive the baccalaureate degree. 
Several of the strongest institutions in the country have never reckoned the work of candidates for degrees 
in terms of hours. 

« Degree requirements in technical courses, such as those in agriculture and engineering, are generally 
much more closely prescribed than degree requirements in the arts and sciences. This is the case at the 
University of Nevada. 



72 SURVEY OF THE UNIVERSITY OF NEVADA. 

The highest prmted requkements may be nuUified by lax enforce- 
ment. The real test, therefore, of a imiversity's standards is not 
what it says it requires, but what students must actually do to get in 
and stay in. The committee has paid particular heed to the enforce- 
ment of entrance requirements. It has reviewed with minute care 
the records of all students entering in 1915 and has subjected to a 
somewhat less detailed scrutiny the records of those accepted in the 
years immediately preceding. It concentrated its attention espe- 
cially on the latest records, for two reasons : First, it is important for a 
judgment of the current condition of the university that the citizens 
of the State should know what it is doing now rather than what it 
did several years ago ; and, second, it is precisely the present prac- 
tice of the university that has been called into question. It was 
repeatedly suggested to the committee that the standards of the 
institution are less rigid now than they were several years ago. The 
siunmary in the following paragraph relating to regular students 
in arts and sciences may be taken as typical of the university's 
enforcements of the requirements for admission to regular standing. 

Seventy-three persons entered as regular freshmen in arts and 
sciences in 1915. Seventeen of these, or 23.2 per cent, were deficient 
in some part of the entrance requirements. The number of units in 
which conditions were imposed varied from one-haK to two. In no 
single case was a student admitted as a freshman with conditions 
amounting to more than two units. The committee noted but two 
cases in which the fuU two units of conditions allowed were taken. 
The majority of those who were deficient presented at least 14 units 
of work, corresponding to the university's prescription. Several 
offered more than the required 15 units, but had failed to cover all of 
the work in Enghsh or mathematics or foreign languages prescribed 
by the university as part of the entrance requirements. Entrance 
conditions are plainly recorded. Examination of the records of 
preceding classes showed that as a rule they are promptly made up. 

The evidence shows that the university's requirements for admis- 
sion to regular standing are conscientiously enforced With respect 
to its treatment of this group of students the institution deserves a 
clean biU of health. A university located in a section where sec- 
ondary school facihties are no more perfectly developed than here 
could hardly in justice to its constituency set up more drastic require- 
ments. It could not fairly, for instance, refuse to allow any condi- 
tions at aU to entering students. 

SPECIAL STUDENTS. 

Attention was called above to the group of special students upon 
whom a different requirement is imposed. Examination of the sum- 
mary of enrollment appearing on page 221 of the edition of the cata- 



STANDAKDS AND DISTRIBUTION OF STUDENTS. 73 

logue of April, 1916, shows that out of a total enrollment of 441 
(short courses and extension courses not counted), 125, or 28.39 per 
cent, were special students. The university's definition of the term 
'^special student" has, however, been loose. The category includes 
all persons not candidates for degrees, whether they have absolved 
the entrance requirements or not.^ Deducting from the total just 
given aU those quahfied for regular standing, it appears that there 
were 101 genuine specials in 1915-16, who constituted 24.5 per 
cent of the student body. 

In the majority of institutions that the Bureau of Education has 
thus far surveyed the percentage of special students has been so 
small as to be almost neghgible. The number of these students 
constituted no problem whatever in the administration of the 
institutions concerned. Indeed, in but one other institution, the 
University of Arizona, has the Bureau of Education found a com- 
parable percentage of special students. The conditions of popula- 
tion, industrial development, and secondary school facihties are 
similar in Nevada and Arizona. The presence of substantially equal 
proportions of special students in the total enrollments of these two 
State universities gives ground for the assumption that a hberal 
poUcy of admission is required in the present stage of the educational 
evolution of these States. Nevertheless, it will readily be apparent 
that so large a number of special students creates certain serious 
difficulties in the administration of these institutions. A group of 
students amounting to nearly one-third of the entire enrollment can 
not be ignored when the poHcies of the university are formulated. 

In considering the problem as presented at the University of 
Nevada several questions regarding these students instantly arise. 
Does the state of secondary education in Nevada necessitate the 
admission of so many specials to a university that is endeavoring 
to set up high standards for degree work? Where do the special 
students come from — from Nevada, from communities without sec- 
ondary school facihties, or from other States ? What departments 
do they chiefly seek? Does the work done by them in the courses 
they elect compare favorably in quahty with that done by the regular 
students? The committee submits the following evidence bearing 
on these matters. 

Reference to page 47 shows that 17 high schools in Nevada are 
accredited by the State university. There are 35 high schools alto- 
gether in Nevada, and 16 of these offer less than a four-year course.^ 
The whole vast territory of the State is naturally not adequately 

1 The committee suggests the desirability of making a more accurate classification of the students in 
the university. 

a Most of the 16 schools mentioned offer but one or two years of instruction beyond the grades and are 
not properly high schools at all. 



74 SURVEY OF THE UIOVERSirY OF NEVADA. 

served by this number of schools. Nevertheless, the secondary school 
f acihties in existence are fairly well standardized and articulated with 
the university. If it should appear that a large number of speci'al 
students come from places where there are no high schools, the natu- 
ral conclusion would be that the university is making quite justi- 
fiable concessions to a group of persons that has been handicapped 
with respect to educational opportunities. 

Of the 125 specials (accepting the university's classification), 
89 are residents of Nevada, 19 are residents of California, and 17 
come from other States and countries. Of the 89 Nevada specials, 
69 reside in Reno, 10 come from Ely, GardnerviUe, Sparks, or Tono- 
pah (towns with good four-year high schools), one comes from a 
community having a two-year high school, and 9 come from places 
maintaining no high schools. It may be noted in passing that 10 
regular students report residence in communities which have no 
high schools. 

It would appear that the large group of special students does not 
consist primarily of citizens who have been deprived of opportuni- 
ties for secondary education by accident of residence. The committee 
was informed, however, that the reported residence of these persons 
is in many cases misleading. Parents having children to educate are 
likely to move to one of the larger centers, especially to Reno, during 
the term of their children's attendance at secondary or higher institu- 
tions. Self-supporting young people from the educationally less- 
favored districts frequently transfer their residence to Reno in order 
to avail themselves of the advantages which the university offers 
under its rules for special students. These two classes of students 
are of course primarily the ones for whom the university should make 
concessions, if concessions are to be made at all. The university 
authorities have not, as far as the committee was informed, analyzed 
carefully the group of specials to determine how many of them prop- 
erly belong in the two categories just indicated. Such inquiry as has 
been made leads to the conclusion that a considerable number of 
specials registered from Reno and other larger towns have been 
handicapped in their prehminary education through no fault of their 
own. The committee suggests the desirabiUty of a thorough study of 
the educational liistory of the whole group of special students. 

Evidently there are two general classes of special students at the 
University of Nevada, the one desirable, the other generally unde- 
sirable in a small State university which is short of equipment. These 
are: (1) Residents of the State, and particularly residents of the 
city in which the university is located, persons whose preparation 
or whose vocations prevent them from devoting full time to university 
work, but who can carry on with profit two or three courses; and (2) 
residents of other States. A large proportion of the total number of 



STANDAKDS AND DISTKIBUTION OF STUDENTS. 76 

specials, 28.8 per cent, come from outside the State. The University 
of Nevada is situated so close to the Cahf ornia border that the neigh- 
boring portion of that State may be regarded as its legitimate terri- 
tory. But very few California specials come from this territory. 
The majority reside in remote parts of California. There are also 
numerous specials from other more distant States. The committee 
is of the opinion that university officers may and ought to discour- 
age the presence of these students at the university. 

The distribution of special students among the different depart- 
ments is also of interest. The college of arts and sciences enrolls 54, 
or 23.2 per cent of its total enrollment (graduate students being ex- 
cluded); the college of ergireerirg enrolls 43, or 35.29 per cent of its 
total enrolhnent; and the college of agriculture, which includes the 
school of home economics, enrolls 29, or 38.6 per cent of its total 
enrollment.^ 

Of the 69 special students from Reno, 38 were registered in arts and 
sciences, 16 in some branch of engineering, 8 in home economics, and 
7 in agriculture. Eighteen of the 69 were married women. 

The relative scholastic standing of the special students and of 
eertain other groups is indicated by the following averages for the 
year 1915-16: 

First Second 
semester, semester. 

Average of all students 78. 4 78. 2 

Average of all special students 76. 6 73. 8 

Average of all special students from California 74. 8 72. 6 

Average of freshmen from California 77. 7 78. 4 

In regulations applying to special students quoted above, it was 
stated that these students are not candidates for degrees, that they 
must be at least 20 years of age, and must register for at least 10 
hours. The committee was unable in the time at its disposal to dis- 
cover how large a proportion of those who enter as specials become 
after one or two years of residence candidates for degrees. It was 
informed by several officers of the university that a considerable num- 
ber of specials are advanced to regular standing. There are, of 
course, many cases where such action is in accord with the most 
exemplary attitude toward university standards. No one would 
counsel the exclusion from the advantages of degree courses of all 
irregidarly prepared students who as specials have demonstiated 
their capacity for college work and who subsequently, through ex- 
aminations or otherwise, have absolved the regular requirements. 
But a university must allow transfers from special to regular standing 
with extreme caution ; otherwise the special student category proves 

» There are certain slight discrepancies between the percentages given here and those presented in the 
teble on p. 78 and the figure on p. 76. The table and figure were prepared by the deans of the coUege of 
terts and science and the college of engineering on the basis of the final figures for the whole academic year. 
The percentages recorded above are derived from the summary of enrollment printed in the catalogue^ 
April 1, 1916. 



76 



SURVEY OF THE UNIVERSITY OF NEVADA. 




Fig. 10.— Per cent of special students enrolled, 1905 to 1916. 



STANDAKDS AND DISTRIBUTION OF STUDENTS. 7t 

an easy back-door route to academic rank ard degrees for students 
who have not met the preHminary requirements for these honors. 
Academic degrees soon cease to be honors lor anyone if commonly 
attained in this way. The committee does not mean to imply that 
the University of Nevada has debased the value of its degrees by 
too much lenience in admitting special students to cardidacy for 
them. It has secured, as has been stated, no defiriite eviderce on 
this point. It merely caUs the attention of the university authorities 
to the danger involved in a policy of easy transfer from one status to 
the other. 

The committee finds the allegation that the university has of late 
lowered its standards, particularly through the admission of con- 
stantly larger numbers of special students, wholly unfounded. As 
further evidence it submits a table summarizing the university registra- 
tion from 1905 to 1917, and a group of curves showing the percentages 
of special students during the same period in the three principal divi- 
sions of the university. It will be seen that the largest proportion of 
special students were registered in 1911-12; that 1915-16 was a year 
in which the registration of specials exceeded the mean; and that 
there has been a particularly sharp falling off in the percentage of 
specials in the first semester of the current academic year. 

The committee has felt that the reduction in the number of special 
students attending the university is a consummation devoutly to b« 
wished. The committee was at first disposed to suggest that the 
minimum age at which special students may be admitted to the uni- 
versity be raised to 21. This standard has been adopted by many of 
strongest universities of the country. It insures maturity and estab- 
lishes a presumption of earnestness. Records show, however, that 
very few special students would be excluded from the University of 
Nevada b}^ the imposition of such a requirement. Approximately 
three-fourths of the special students now registered are 21 or over. 
Moreover, many of those under this age have long been seK-supporting, 
often, indeed, have occupied positions of authority and responsibility. 
They are mature beyond their years, and earnest. The university is 
the only institution in the State which they would consent to attend. 
It is, in fact, the only one equipped to meet their particular voca- 
tional needs. Tne establishment of an arbitrary age i-equirement 
would secure a slight reduction in numbers at a sacrifice of ^-•ome of 
the most desirable students in tlie university. 

The committee concludes that constant administrative pi-essure 
rather than fixed rules should be applied to the problem of special 
students. For example, the admission of specials by the committee 
on admissions instead of on the recommendations of individual in- 
structors would undoubtedly tend to keep out the clearly undesirable 
specials. The reduction of candidates from other States who could 



T8 



SURVEY OF THE UNIVERSITY OF NEVADA. 



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STANDARDS AND DISTRIBUTION OP STUDENTS. 



79 



not present a very convincing reason for choosing tlie University of 
Nevada in preference to home institutions might also quite easily be 




Map 2.— Distribution of Nevada students at the State university tj counties of residence for first semester, 

1915-16. 

accomplished by the administrative officers. At any rate, for the 
general welfare of the university, the reduction of this group should 
by one means or another proceed. 



80 SURVEY OF THE UNIVERSITY OP NEVADA. 

CONTINUANCE ON THE ROLLS OF THE UNIVERSITY. 

The committee is of the opinion that the regulation with respect to 
the amount of work in which a student must pass in order to be con- 



VVASHOE 

173 



HUMBOLDT 

6 



^i 



CHURCHH.L 

10 



^ LANDER 

i 



DOUGLAS f 



ECKO 

16 



WHITE PINE 

5 




M\p 3. -Distribution of Neva(ia students by counties of residence for second semester, 1915-16. 

tinned on the rolls of the university (quoted on p. 71) is too lenient. 
It seems to be strengthened by the following (see p. 83 of the cata- 
logue of April, 1916): 



STANDABDS AND DISTEIBITTION OF STUDENTS. 



81 



For regular sophomore, junior, or senior standing, a student's deficiencies must not 
exceed six college units, and he must take the full number of hours prescribed by the 
course. 

The majority of regular students are of course candidates for pro- 
motion to the next higher class and as such are interested to make 



MODOC 



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Ma? 4.— Distribution of students at the University of Nevada from California by counties of residence for 

first semester, 1915-16. 

the standing prescribed in the rule just cited, but the extreme latitude 
of the other regulation referred to can hardly fail to result in bur- 
dening the university with a few individuals at least who could not 
justly be rated as serious students. In support of this assumption 
08578°— 17 6 



82 SURVEY OF THE UNIVEESITY OF NEVADA. 

the committee offers this quotation from the report of the council of 
administration ^ to the senate February 3, 1916: 

Voted to apply the rules relating to deficient scholarship in the case of 11 students 
"who did not pass in one-third of the work of the first semester, and to 14 others who 
passed in one-third of their work but in less than one-half. Voted later to permit 3 •{ 
the first 11 to register on probation. 

DISTRIBUTION OF STUDENTS ACCORDING TO RESIDENCE. 

The committee has believed that a somewhat more definite record 
of the areas from which the University of Nevada draws its students 
than has yet been included in this report is significant in the matter 
now under discussion and will be instructive to the citizens of the 
State. It has therefore had prepared various summaries and maps, 
which are submitted herewith. 

Distribution of students at the University of Nevada. 

First Spcond 
semester, semester. 

Nevada 264 255 

California 82 82 

Other States and countries 42 26 

Total 388 363 

Map 2 shows the distribution by counties of residence of the students 
from Nevada enrolled during the first semester; Map 3 the distribu- 
tion by counties of residence of the students from Nevada enrolled 
during the second semester; Map 4 the distribution by counties of 
residence of students from California enrolled during the first semester; 
and Map 5 the distribution by counties of residence of the students 
from California enrolled during the second semester. Other maps 
showing the counties in Nevada and California from which each of the 
principal colleges and schools of the university draws its students 
appear in the Appendix, pages 165 to 184. 

Attention is especially called to four facts: First, the wide terri- 
torial distribution of the students from the home State; second, the 
preponderance in numbers of those residing in Washoe County; third, 
the large niunber coming from California; and, fourth, the surpris- 
ingly wide territorial distribution of these Cahfornia students. It 
would be expected that the University of Nevada, being located 
close to the California fine, would draw many students from adjacent 
portions of that State. The fact that so large a percentage of the 
California students comes from regions close to the large and excel- 
lent institutions situated near San Francisco prompts the deduction 
that the University of Nevada has in some cases served as a refuge 
for persons of indifferent scholarship. The averages of recently 

» For a statement of the constitution and fimctions of this body, see p. 86. 



STANDARDS AND DISTRIBUTION OF STUDENTS. 



83 



admitted regular students from California, however, do not indicate 
that this group faUs below the common standard of the institution. 
It was pointed out above that there are 19 special students from 



8AN FRANCISCO 




SAN MATEO 



SANTA CRUZ: 



Map 



-Distribution of students at the University of Nevada from California by counties of residence fo 
second semester. 1915-16. 



CaUfornia. Association of this fact with those presented in the 
tabulation on page 75 is instructive. 

The committee may sum up its conclusions and recommendations 
relating to the standards of the University of Nevada in these terms: 
The university is apparently maintaining what amoimts to a double 
standard of entrance. That apphed to regular students is on a par 



84 SURVEY OF THE UNIVERSITY OF NEVADA. 

with the standards of other reputable universities, and it is enforced; 
that apphed to special students is flexible, indefinite, and largely 
dependent on the judgment of individual instructors. The Hne 
dividing the two classes of students is, moreover, not so clearly- 
marked and difficult to cross as the com.mittee judges advisable. 
The committee fears that the standards of the University of Nevada 
will always be open to misunderst*iding until the institution reduces 
the number of special students, particularly those from other States, 
and makes it harder for those admitted as specials to obtain regular 
standing. The easy requirements for continuance in the university 
(not for class promotion, however) tend to accentuate the danger to 
which the reputation of the institution is exposed. The committee 
thinks that these depressing influences have been to some degree 
counteracted by the conscientious attitude on the part of the 
majority of the faculty toward academic standards. It nevertheless 
recommends — 

(a) That the oflS.cers scrutinize with care the qualification of 
candidates for admission as special students. 

(b) That the number of special students be largely reduced. 

(c) That the minimum standard of scholarship required for 
continuance on the rolls of the imiversity be raised. 

SUMMARY OF RECOMMENDATIONS. 

1. The careful scrutiny of the quahfications of candidates for 
admission to special standing. 

2. The reduction of the number of special students. 

3. The raising of the minimum standard for continuance on the 
rolls of the imiversity. 



Chapter VI. 

EDUCATIONAL ADMINISTRATION OF THE UNI- 

VERSITY. 



In a previous chapter the committee has commended the excellent 
arrangement whereby the initiative in educational policies and the 
educational control of the university are placed by the regents 
definitely in the hands of the president and faculty. This has per- 
mitted the estabhshment of an educational organization which is 
well adapted for the work it has to do. While various features of this 
organization doubtless represent the growth of a number of years, 
the definite formulation of a code has only been worked out during 
the present administration. This code is m.odein in its spirit and 
should contribute increasingly to efi&ciency in administration. The 
suggestions which are offered deal only with minor features and do 
not affect any vital underlying principle of the plan. 

The university senate, as the central lawn\aking body, is composed 
of the president, vice president, deans, and heads of the various 
departments of the rank of full professor. Such a body should be and 
evidently is a positive force in the formulation of sound educational 
policy and in the upbuilding and maintenance of true university 
standards. The action of the senate in deahng with the cifficult 
problem of grades furnishes a good illustration of its appropriate 
function. A committee of the senate examined the grades which 
had been given in all departments for a period of three years, and 
after a careful analysis recommended the application of a system of 
corrective figures so that the marks earned in the various departments 
might have more equal merit. The unanimous adoption of the report 
of this committee was not only a credit to the committee but a high 
testimonial to the abiUty and serious purpose of the senate itself. 

There are a number of other university officers not now members 
of the senate whose presence in that body should confer a distinct 
benefit upon it and upon the university because of their vital con- 
tact with matters of educational policy. The librarian is such an 
officer. In some universities the librarian is given the rank of pro- 
fessor, without the title, however, in order that the assistance of this 
m.ost important university department may be had in the dehbera- 
tions of the lawmaking body. Certain departments in the public- 
siTvice division which touch closely the instructional work of the 

85 



86 SURVEY OF THE UNIVERSITY OF NEVADA. 

university and which are under the direction of men of university 
training and sympathies might be represented for similar reasons. 
The inclusion also of the chief financial officer, the registrar, and the 
administrative secretary may be advantageous when such positions 
carry real responsibility and are held by university-miaded people. 

The council of administration is composed of the president, vice 
president, the dean of the college of arts and sciences, the dean of the 
college of engineering, the dean of the college of agriculture, and dean 
in education and the dean of women. This council is rightfully the 
clearing house for many administrative troubles. It represents the 
larger divisions and interests of the university. 

The duties of a council of administration can not and should not 
be definitely fixed. From time to time matters of widely varying 
importance will be handled, but the tendency should be for it to deal 
more largely with the broader policies involved in the interrelation of 
schools and the responsibifities of the university to the pubhc and not 
so much with minor matters of discipline and control. Matters of 
routine detail^such as admission or advanced standing — which can 
be handled individually by the deans or the other officers should 
rarely come to the council for decision; and when they do, it should 
be rather to correct or estabhsh an administrative precedent than to 
settle the individual case. In this council the deans can informally 
discuss administrative questions and so arrive at policies which will 
become more and more imiformly apphed in the various colleges. 

The comxmittee is especially pleased to note the recent creation of 
the office of dean of women and the inclusion of this officer in the 
council of administration. Official recognition is thus given to a 
most important phase of the work -of the university, the oversight 
and adaptation of college life and college study to the needs of women. 

The committee is aware that there has been some pubhc criticism 
LQ the State of what has been called the '^deanship system," i. e., the 
administration of the various divisions of the university by deans 
responsible to the president. It has been argued that in a small 
institution like the University of Nevada such officers are superfluous 
and that the functions now assigned to them may easily be performed 
by the president himself or by committees. The committee does not 
share this view. There are several reasons why an organization sub- 
stantially hke that now existing at the University of Nevada is 
desirable even in a small institution. 

Foremost among these is the fact that the vocational colleges of 
the university are in the critical period of development. Although 
of relatively recent foundation, all have now attained sufficient enroll- 
ments to justify a certain measure of segregation. They constitute 
real, not factitious, units. Nevertheless, with possibly a single 
exception, they have not thus far succeeded in establishing a close 



EDUCATIONAL ADMINISTRATION OF THE UNIVEBSITY. 87 

and sympathetic cooperation throughout the State with the members 
of those professions for which they train. Each of the vocational 
divisions of the university is under the immediate and pressing 
necessity of interpreting itself, not only to the young people who may 
be disposed to avail themselves of its offerings, but also to the leaders 
in the calling for which it prepares recruits and to which it contributes 
the results of its scientific study. Each of these divisions needs the 
services of a master in the profession, who will build a school, and 
build it into the hfe of the State. This task is properly a part of the 
dean's responsibility. The dean, if he be well chosen, is, indeed, 
the official best quahfied to perform it. 

The administration of a division of a university, even of a small 
university, involves many matters of disciphne and academic routine. 
These may, of course, be handled by committees or by designated 
members of the faculty, but such disposition of them is hkely to 
result in a wasteful diversion of the teaching energies of the insti- 
tution. If referred to a single administrative officer, these matters 
are more easily and effectively disposed of. 

In the minds of those who object to the system of administration 
by deans there seems to be some misapprehension also as to the 
duties of a State university president. The post demands of its 
incumbent what is probably the most varied assortment of activities 
in the whole field of administration of corporate undertakings. It 
presupposes a versatihty not called for in any other pubHc office. 
For example, the State university president is expected to be by 
turns a good institutional manager, an astute financial director, a 
superior pubUc speaker, an expert on higher education, a diplomatic 
and persuasive interpreter of his institution to the State law-making 
body, a constructive leader of the educational forces of the State, 
a pubUcist to whom thoughtful citizens may look for counsel on 
questions of great State or National concern. Nor does this summary 
indicate the whole cycle of activities which he is required to perform. 
The people hold him to a strict standard of excellence in all. They 
are impatient and prone to criticize if he fails measurably in any. 
It is manifest, however, that a president the major part of whose 
time is devoted to the details of internal administration wiU be quite 
xmable to fulfill the more pubhc demands of his office. The committee 
is persuaded that certain of these pubhc activities are of primary, 
not secondary, importance. The president must be an educational 
leader in the State. He ought if possible to be a true educational 
statesman (although the tribe is small). Especially in the newer 
States the services of a wise and intrepid leader in laying the founda- 
tions for sound educational development are greatly needed. At 
least he must be an authority on higher education, and he must keep 



'88 SURVEY OF THE UNTVEESITY OF NEVADA. 

himself posted on the rapid and manifold developments in this field. 
It is of vital concern to the university also that he should represent 
it adequately and acceptably on various pubUc occasions. The 
mere institutional manager, who performs the duties of minor adminis- 
trative officials together with those of general director, has httle time 
or strength for these more pubUc activities. It is partly to release 
the university president for this large and exacting service that the 
system of internal administration through deans and other officials 
has gi'own up. It now prevails in nearly all the best universities of 
the country. As in force at the University of Nevada, it has the 
committee's indorsement. 

It is generally recognized that one of the first essentials to the 
development of vigorous university teaching and research is security 
of tenure, earned after a reasonable apprenticeship.^ In adminis- 
trative positions security of tenure is also desirable, but with this, 
difference. Administration is by no means an exact science, and in 
the selection of officers of administration it must be recognized that 
the opportunity for error is large. The problem of selection i& 
especially comphcated when, as in the case of deans of colleges, 
teaching abihty and leadership in a particular field of scholarship 
must also be taken into account. In the larger institutions a good 
teacher and an able scholar has often been sacrificed to make a 
poor dean. At the same time, there are probably as many cases 
where an indifferent scholar or teacher has been found to have 
the requisite tact, initiative, and leadership for administrative work. 
This prompts the suggestion that, as a policy, administrative work 
within a university should not be assigned, in the first instance at 
least, on an indefinite tenure basis. In the case of yoimg men 
without administrative experience especially, the assignment might 
be to an acting deanship for a limited period of one or two years. 
This would give an opportunity, which is now too often lacking, for 
a determination of fitness. 

One of the most important reasons for the creation of the office of 
dean is to release the professors from routine committee work — the 
most frequent reason given for the neglect of scholarship and the 
higher teaching functions. The fact was repeatedly brought to the 
committee's attention that the burden of committee duties had as 
yet scarcely been Mghtened by the appointment of the new admin- 
istrative officers. The committee beheves, that, particularly in a 
small institution like the University of Nevada, the deans might 
weU handle more of these matters directly than the present custom 
permits. 

In the division of the teaching organization of the university into 
three colleges, (1) arts and science, (2) agriculture, and (3) engin- 

1 See Ch. II, p. 29. 



EDUCATIONAL ADMINISTRATION OF THE UNIVERSITY. 89 

eering, a logical plan has been followed. The committee believes, 
however, that the time has arrived when the establishment of the 
Nevada State Normal School and the Mackay School of Mines as 
equally distinct administrative units should be considered. The 
inclusion of the normal school in the college of arts and sciences 
and the Mackay School of Mines in the college of engineering seems 
to the committee unwise in the hght of the demands of the State 
for practical results in these two important fields of training. These 
two functions of the university are treated more at length elsewhere 
in the report.^ It is sufficient here to note that the change in the 
central organization would be but shght. The dean in education, 
who now occupies an anomalous position representing no responsible 
educational unit, would become the dean of the normal school and 
as such would retain his seat in the council of administration. The 
director of the Mackay School of Mines would become a member 
of the council of administration. No objection to either change 
could be raised on the ground of additional expense as both officers 
concerned are now receiving the maximum salaries. 

The committee has noted a use of the term '^school" in connection 
with the instructional divisions deahng with civil engineering and 
mechanical and electrical engineering which is not in conformity 
with the best practice. It is suggested that it be discontinued. 
These divisions are in reahty departments of the coUege of engineer- 
ing and should not be encouraged to develop school organizations. 
In university nomenclature^ the word ''school" is used to indicate 
a professional or technical division of a university which has as its 
minimum entrance requirement two years of coUege work. In this 
sense, it will be seen, that professional schools of a university repre- 
sent a higher, instead of a lower, division than the college.^ At 
present the designation of the Mackay School of Mines also is equally 
out of harmony with the accepted nomenclature. The committee 
is persuaded, however, that there is a real demand that the mining 
instruction of the University of Nevada should be organized as a 
''school." Evidence of this is seen in the equipment of the physical 
plant and the large endowment, as well as in the fact that mining is 
the leading industry of the State and justifies the strongest and best 
organization for its technical instruction. The word "school," 

1 See pp. 123 and 128. 

2 Of. Report of special committee on university nomenclature, Proc. Assoc. Amer. Universities, 1909. 

8 The term "normal school" stands outside this classification of the administrative divisions of a univer- 
sity. As a rule normal schools are not connected with collegiate institutions. Moreover, they are often 
on a different entrance basis, doing much work for which college credit could not properly be given. The 
committee has already expressed its approval of the consolidation of all higher educational agencies in 
Nevada in a single institution. In view, therefore, both of the common understanding of the term "normal 
school" and of the different status of the institutions designated by it in other States, there appears to 
be no necessity for changing the title of the division of the University of Nevada called by this name to 
conform to the nomenclature just mentioned. 



90 SURVEY OF THE UNTVERSITY OF NEVADA. 

while so far used in its more common sense of a teaching unit, should 
still be applicable in its more technical meaning as representing the 
ultimate aim of the Mackay School of Mines. Rather than change 
the name indicated by the founder, it would seem to be wiser to 
retain it and, as soon as conditions warrant, to make its university 
significance a reahty. 

No university organization is complete unless some provision is 
made for promoting helpful contacts with the pubhc. This was evi- 
dently the purpose of the ''Honorary board of visitors." As consti- 
tuted this board can hardly be expected to render the most desirable 
service. The committee suggests that this board be supplanted by 
separate boards for the various divisions of the university, to be 
appointed by the regents upon recommendation of the head of the 
division concerned to the president. The number of such boards 
and the number of members on each are not as important as the idea 
of fostering a dignified medium of sympathetic contact with the 
public. 

The character of the departmental organization will be of more 
vital concern in a few years than at present. The system in vogue 
at the University of Nevada is practically the same as that which 
prevails at other State universities. It is the result of inertia rather 
than of design. The oldest teacher of the highest rank is by virtue 
of this fact head of the department and responsible to the president 
for all matters in which his department has a duty to perform. This 
practice often results in many professors becoming heads of depart- 
ments who have no administrative abihty and sometimes are lacking 
as well in intellectual leadership. In small as well as large institu- 
tions there is a tendency to obviate difficulties of this kind once they 
become patent by dividing departments. The difficulties, however, 
are not removed by this method; in fact, they are only made for a 
time less obstructive. As an institutional policy the method is 
expensive. In place of team work, cooperative enthusiasm, and 
strongly planned courses, together with reasonably high standards, 
there are likely to be feverish individuahsm, little or no enthusiasm, 
poorly planned and badly coordinated courses, with widely varying 
standards. Constructive work is halted because of the atmosphere 
of antagonism and destructive criticism. 

The university catalogue shows some 28 different departments, 
with a half of these manned by a single teacher. The hbrary budget, 
submitted to the president on April 10, 1916, recognizes 28 distinct 
departments, apportioning the book, binding, and periodical fund 
among them in amounts ranging from $5 to $180. The committee is 
not in a position to criticize this apportionment, but merely mentions 
it to emphasize the impossibility of economical and prudent buying 
of books when such a large number of small units have to be taken into 



EDUCATIONAL ADMINISTRATION OF THE UNIVERSITY. 91 

•onsideration. Money for books, equipment, and teaching should 
be expended where it will give the largest returns to the students. 

While the University of Nevada is not by any means alone among 
American universities in suffering from too great individualism, its 
•ffects are sufficiently serious to require remedial treatment. The 
•ommittee would recommend that an attempt be made to work out 
what might be called a division system, which, for administrative 
purposes, shall take the place of many of the small departments. 
As far as possible, no division should be composed of less than four 
or five instructors. The division organization could be made most 
simple, the only officers necessary being a chairman and a secretary, 
or simply a chairman-secretary, elected from year to year. The 
plan would probably result in a grouping of departments somewhat 
as foUows: 

I. The Language Division: English. German, Greek. Latin, Romance languages. 
II. The Physical Science Division: Mathematics, Physics, Chemistry. 
. III. The Biological Science Division: Biology, bacteriology, home economics. 
IV. The Social Science Division: Accounting and law, economics and sociology, 

history and political science, philosophy. 
V. The Fine Arts Division: Music, art, domestic art (home economics department), 
TI. Physical and Citizenship Training Division: Physical training for women, 
physical training for men, military science, master of Lincoln Hall, matron 
of Manzanita Hall. 
Til. The Mining Division: Mining, metaUurgy, geology and mineralogy, with cer- 
tain representatives from other courses taken by mining students. 
Till. The Engineering Division: Civil engineering, electrical engineering, mechan- 
ical engineering, with certain representatives from other courses taken by 
engineering students. 
IX. The Agricultural Division: Agronomy, animal husbandry, dairying, agricul- 
tural chemistry, veterinary science, with certain representatives from other 
courses taken by agricultural students. 
X. The Teacher Training Division: Education, psychology, practice teaching, 
instructors of special courses for teachers in other departments. 

It is recognized that these groupings are necessarily more or 
less arbitrary. Nothing should prevent a member of the faculty from 
attending more than a single division meeting. In fact, any work 
to be done on study plans might well involve inter divisional con- 
ferences. The chief object to be gained is the opportunity for 
larger cooperation. It is conceivable, for instance, that a lump 
appropriation of $570 for library purposes would meet the actual 
needs of the language division during the year better than the 
same amount distributed in five small nontransferable budgets 
for the single departments. (See Table 13.) In all of the divisions 
there should be no difficulty in finding the required administrative 
abihty for handling reports, records, etc., which are now a burden 
upon many able teachers whose time is too valuable for such minor, 
though necessary, services. The extent to which a division acting 



S2 



SURVEY OF THE UNIVEESITY OF NEVADA. 



as a unit should be consulted with reference to the appointment of 
an associate instructor would have to be worked out in practice. 
But it is evident that a division which really gives constructive sug- 
gestions wiU in time win recognition for its recommendations. 

Table 13. — Library budget— Apportionment made Apr. 5, 1916, by the library committee^ 
of the ^3,050 allowed for 1916 for books, periodicals, and binding. 



Agronomy 

Animal husbandry. 
Art 



Biology 

Chemistry 

Civil engineering 

Economics 

Education 

English 

Geology 

German 

Greek 

History 

Home economics 

Latin 

Special for 1916 to be deducted 

from 1917 

fcaw 

Mbrarian 



$45 

90 

25 

180 

180 

90 

90 

135 

180 

90 

65 

65 

180 

45 

65 

3 

45 

300 



Library committee $282 

Mathematics 90 

Mechanical engineering 135 

Military 20 

Mining 135 

Music 15 

Philosophy 45 

Philosophy added for 1916 30 

Physical education, men 5 

Physical education, women 20 

Physics 90 

Political science 90 

President 25 

Romance 135 

Romance, added for 1916, special 

for Spanish and Italian 60 

3, 65© 



Chapter VII. 

TRAINING AND EXPERIENCE OF THE FACULTY. 



The committee lias not visited classes and has made no attempt 
to estimate the quality of teaching done by members of the univer- 
sity faculty. There are three commonly accepted tests, however, 
which indicate in a general way whether or not a faculty group is 
likely to possess power of intellectual leadership. These are (1) 
academic training, (2) teaching experience in college work, and (3) 
current publishing record. 

The tables submitted herewith are made up from the returns sent 
in by the members of the faculty on a specially prepared blank. Thd 
extent of the academic training is shown approximately by fcht 
degrees held by the various individuals. 

The degree of doctor of philosophy is conferred by reputable institu- 
tions only upon those who have successfully completed the equivalent 
of three years' advanced work beyond the regular A. B. curriculum. 
Out of 48 members of the faculty on the instructional side of the 
university work, 14 have received this highest mark of scholastic 
training. None of the instructors, only two assistant professors, 
and one associate professor hold this degree. The doctor's degre* 
is*but rarely given in engineering. Four other members of the staff 
hold advanced engineering degrees which represent a somewhat com- 
parable amount of professional training. The master's degree, 
which is usually granted for one year of postgraduate study, is 

the highest degree held by 11 persons. 

»8 



94 



SUBVEY OF THE UNIVERSITY OP NEVADA. 



Tablb 14. — Training, experience, and publications of administrative officers cmd 

professors. 



fFme. 



President , 

Vice president.. 
Professor ., 

Do 

Do 

Do 

Dean of vromen. 
Professor , 

Do 

Do 

Do 



Do 

Do 

Professor and dean 

Professor and curator.. 

Professor and dean 

Librarian 

Professor 

Professor and director . 
Professor 



Professor and dean. 



Professor 

Professor and dean. 

Professor 

Do 



Department. 



Executive 

Accounting and law 

Ciiemistry 

Economics and sociology. 

Military science 

Civil engineering 

History 

Latin 

Biology 

Physics 

Mathematics and mechan- 



English 

Agricultural chemistry 

Education 

Geology and mineralogy. . . 

Agronomy 

Library 

Romance languages 

Mining 

Bacteriology and veteri- 
nary medicine. 

Mechanical and electrical 
engineering. 

Philosophy 

Greek 

History 

Animal husbandry 



Academic training. 



Highest 



A.M..., 

None..., 
Ph. D... 
...do..... 
None..., 
C. E..., 
Ph. D . . 
...do..., 
A.M..., 
Ph. D.., 
...do.... 



..do..., 
..do..., 
..do..., 
A.B..., 
B. S...., 
B.L..., 
A.B..., 
Ph. D... 
D.V.M 



M.E..., 

A.M..., 
Ph. D... 
A.B..., 
M.S..., 



Institution. 



Toronto. 



Chicago 

do 

West Point . . . 

Wisconsin 

Cornell 

Munich 

Harvard 

Pennsylvania . 
Goettihgen — 



Chicago 

Johns Hopkins. 

Halle 

Illinois 

Wisconsin 

California 

Stanford 

Columbia 

Cornell 



Kentucky. 

Harvard.. 

do.... 

Stanford.. 
Illinois — 



College 
teaching. 



5l 



>H W 



13 



D -9 bib 

.9 



<o 



O o 



Publi- 
cations 
in past 
two 
years. 



I 

U 



Officers and professors: 

Numl>er of names 25 

Number of doctor of philosophy degrees 11 

Number of master degrees 4 

Number of advanced engineering degrees 2 

Number of bachelor degrees 5 

.Number of veterinary degrees 1 

Number without degrees 2 



TEAINING AND EXPEBIENCE OF THE FACULTY. 



95 



Table 15. — Training, experience, and piiblications of associate and assistant professors 

and of instructors. 



TiUe. 



Associate professor. 

Do 

Do 



Do. 



Do 

Assistant professor. 

Do..... 

Do 

Do... 



Do. 
Do. 
Do. 
Do. 
Do. 

Do. 



Instructor. 
Do.... 
Do.... 
Do.... 
Do.... 
Do.... 
Do.... 
Do.... 



Department. 



Home economics. 

English 

Art 



History and political sci- 
ence. 

Education 

Creek and Latin 

Romance languages 

Biology 

Mechanical engineering.... 

Mining and metallurgy 

Mechanical engineering. . , 

Dairy husbandry 

German 

Physical education for 

women. 
Public speaking 



Music 

Biology 

Home economics 

Chemistry 

Mathematics 

Electrical engineering. 

Education 

Physics 



Academic training. 



Highest 
degree. 



B.S.. 
A. B.. 

None.. 

A.M.. 

Ph.D. 
..do... 
A.M.. 
Ph.D. 
M.S.. 



E. M. 
None. 
A.M. 
...do. 
B. S.. 



A. B.. 

B. M.. 
A.M.. 
B. S... 
A. B.. 
B.S.. 
M. E.. 
A. B.. 
A.M.. 



Institation. 



Armour Institute 

Chicago 

Corcoran Art 

School. 
Stanford 

Chicago 

Michigan 

Wisconsin , 

Illinois 

Brookl3rn Poly- 
technic. 

Columbia 

Swarthmore 

Missouri , 

Columbia 

do 

Nebraska Wes- 
leyan. 

Illinois 

Columbia 

Cornell 

Stanford 

California , 

Cornell , 

Beloit 

Missoiuri 






College 
teaching. 



£? 



Xi 



5h 



Publi- 

cations 

in past 

two 

years. 



2 

o 



Associate professors: 

Number of individuals 5 

Number of doctor of philosophy degrees 1 

Number of master degrees 1 

Number of bachelor degrees 3 

Number without degree... 1 

Assistant professors: 

Number of individuals 10 

Number of doctor of philosophy degrees 2 

Nmnber of master degrees 4 

Nimiber of advanced engineerin g degrees 1 

Number of bachelor degrees 2 

Number without degree ^ 1 

fiistructors: 

Nmnber of individuals 8 

Number of doctor of philosophy degrees 

Number of master degrees 3 

Nimiber of advanced engineering degrees 1 

Number of bachelor degrees 5 



96 



SURVEY OP THE UNIVERSITY OF NEVADA. 



Table 18. — Training, experience, and piihlications of members of faculty of public-service 

division. 



Title. 


Depaitment. 


Highest 
degree. 


Institution . 


PS 
;2" 


1 
1 


33 
II 

If 


i 


.1 

s 

O 


Home economics 


Agriculture extension 

Food and drugs, weights 
and measures, and soils 
and waters. 

Agricultural experiment 
station. 

State mining laboratory. . . 

Agricultural experiment 
station. 

Agricultural extension 

State veterinary service . . . 

Agricultural experiment 
station. 

State hygienic laboratory . 

Agric.iltural extension di- 
vision. 

State veterinary service ... 

Agricultural extension 


B.S 

...do 

M.A.... 
B. S 




2 


1 


3 






2 


10 


3 





2 




7 


Director 


Maine. 





Do 


Nevada 


18 





18 


2 


Analyst 


do 





Agricultural chemist . . . 
Veterinarian 


Ph.D... 

D.V.M. 

...do 

B.S 

M.S.... 
B.A.... 

D.V.M. 

B.S* 


Johns Hopkins 

Pennsylvania 

Cornell 


7 

2 
10 
2 




8 
2 



7 

10 
12 
2 




1 


Director 


? 


Assistant agronomy 

Director 


Nevada 





Minnesota... 





Do 




2 
4 
4 



2 



2 

6 
4 


6 


Bacteriologist and vet- 
erinarian. 
Dairy husbandman 


Pennsylvania 

Wisconsin. 



4 







Members of faculty: 

Number of individuals 12 

Number of doctor of philosophy degrees 1 

Number of master degrees 2 

Number of bachelor degrees 6 

Number of veterinary degrees 3 

Table 17. — Summary of degrees and publications. 



' 






Highest degrees. 






Publications of the 
faculty. 


Rank. 


Ph.D. 


Mas- 
ter. 


Adv. 
Eng. 


Bach. 


Vet. 


No 
degree. 


Total. 


Num- 
ber re- 
porting 
research 
publi- 
cations. 


Num- 
ber re- 
porting 
other 
publi- 
cations. 


Num- 
ber not 
pub- 
lishing 


Professors 


11 
1 
2 



4 

1 
4 
2 


I 

1 
1 


5 
2 
2 
5 


1 






2 

1 




1 
'? 


12 


1 



11 

1 



8 


Associate professors 

Assistant professors 

Instructors 


4 
8 
8 






Total 


14 


11 


4 


14 


1 


4 


48 


13 


13 


2S 







PUBLIC SERVICE DIVISION. 







1 


2 







2 
4 


1 
2 






5 

7 


2 
2 


3 
3 


e 


Specialists 


2 






Total 


1 


2 





6 


3 





12 


4 


6 


4 






Grand total 

Duplicates 


15 

1 


13 


4 


20 


4 

1 


4 


60 


17 
2 


19 
1 


32 

• 
















Total individuals . - 


14 


13 


4 


20 


3 


4 


68 


15 


18 


' '^ 



TRAINING AND EXPEEIENCE OP THE FACULTY. 97 

The fact tliat 14 members of the faculty have received only the 
bachelor's degree indicates that a large proportion of the instruc- 
tional work is being given by teachers whose academic training is but 
little better than that of some of the students in their classes. On 
further inspection of the individual cases of those possessing only the 
bachelor's degree it appears that of the nine members of the faculty of 
professorial rank three have been teaching in the university continu- 
ously for periods of 15, 17, and 20 years, respectively; one is engaged 
in library work; two have been at Nevada for seven years; one for four 
years; and the remaining two for three years. The two assistant pro- 
fessors are in lines of work for which training beyond the bachelor's or 
master's degree is rare. Of the five instructors, four have been in the 
university only two years, while the other has been there four years 
and is in a line of work for which a higher degree is seldom given. 

Of those members of the faculty holding no academic degree, one is 
a graduate of West Point, another has studied at various art schools, 
a third was brought to the university for proficiency in practical shop 
management, and the fourth is the one who has been longest connected 
with the university, having seen 26 years of honorable service. 

In the matter of previous collegiate teaching experience, 19 mem- 
bers of the faculty have had none before coming to the University of 
Nevada. Twelve of these, who now have professorial rank, have been 
at the University of Nevada for periods of 3, 4, 6, 7, 8, 9, 9, 13, 15, 17, 
20, and 26 years respectively. Only 1 of the 12 holds the doctor's 
degree; 5 have a master's or an engineering degree; 4 possess the 
bachelor's degree, and 2 hold no degrees at all. 

It seems, therefore, to have been the policy to bring teachers into 
the university with little or no experience and a minimum of academic 
training and to advance such persons to positions of professorial rank. 
That this policy is still in force is suggested by the fact that of the 
instructors none has the doctor's degree, while only one has had 
previous collegiate teaching experience. The committee recommends 
that in making future additions to the teaching staff the university 
demand that instructors shall either have had collegiate teaching 
experience or have done advanced graduate work, or both. It fur- 
ther recommends that an instructor be promoted to a permanent 
position in the university only when his interest in scholarship has been 
evidenced by the attainment of an advanced degree, by a worthy 
publication, or by exceptional success in teaching. Though the limi- 
tations of the doctor's degree are realized, it is as yet, except in tech- 
nical fines, the only symbol which marks a man as dedicated to the 
ideals of the scholarly life. 

In the accompanying tables a rough classification of pubUcations 
which were reported by faculty members to the committee by title 
98578°— 17 7 



98 SURVEY OF THE UNIVERSITY OF NEVADA. 

has been attempted. Some 54 titles, classified under the head of 
research, were submitted by 13 different members of the instructional 
staff. Under the head of other publications 49 titles were submitted 
by 14 individuals. Twenty-eight faculty members reported no pub- 
lications of any kind. Mention is not made of the publications of the 
members of the public service division in this connection, because 
the work of publication with them largely takes the place of the 
instructional work of the teacher. 

No institution carrying the name of ''university'^ has the right to 
disregard the obHgations of leadership in the field of research. Wisely 
planned successful investigations vitalize all those who come in con- 
tact with them. The amount and quality of research done at the 
University of Nevada will be in almost direct proportion to the pres- 
ence of men with scientific training, who are true to their scholarly 
obligations. This is more a matter of men than of libraries or equip- 
ment, although the advantages of laboratories and books can not be 
overlooked. The committee has already expressed the opinion that 
the research deliberately fostered by the university must for the 
present be adapted as far as possible to the needs and conditions of 
the State of Nevada. Nevertheless, it believes that in making new 
appointments in any department the university should take pains to 
select persons who show particular promise of creative ability and 
that it should reward with promotion those who have demonstrated 
productive power. 

SUMMARY OF RECOMMENDATIONS. 

1. The requirement of previous collegiate teaching experience or 
advanced graduate work as a condition to appointment on the uni- 
versity teaching staff except in the cases of assistants. 

2. The requirement of an advanced degree, scholarly publication, 
or exceptionally successful teaching as a condition to promotion. 



Chapter VIII, 



WORK AND REMUNERATION OF THE TEACHING 

STAFF. 



Central in any study of teaching and administrative efficiency is a 
consideration of the amount and character of work demanded of in- 
structors and the salaries they receive for their services. In reports 
of recent surveys of State higher institutions in Iowa and Washington 
the Bureau of Education has suggested certain standards and methods 
of investigation relating to these matters which it is hoped may be 
generally useful to institutional officials. The application of the same 
standards and methods to a study of the work and remuneration of 
the teaching staff of the University of Nevada makes possible some 
interesting comparisons. 

The standards bearing on the size of classes in which university 
and college teaching can be carried on with profit are as foUows: 

1. In a lecture a professor may meet effectively as many as can 
comfortably hear and see him . 

2. In a recitation or quiz 30 in a section is probably the largest 
number that can be effectively handled, but the desirable maximum 
for classes of this type would be from 20 to 25. 

3. In laboratory work it is commonly agreed that one instructor 
should be provided for every 15 or 16 students. 

The number of lecture, laboratory, and quiz sections which one 
instructor can meet in a week will depend on the character of the 
work; whether it is elementary or advanced; whether it involves read- 
ing a large amount of written work; and whether it consists entirely 
of separate courses or includes two or three sections of the same 
course. It will also depend on the amount of outside reading, writing, 
and research which he is expected to do. In every case a certain 
variable amount of administrative and committee work will be carried 
by members of the faculty. 

There are various ways of measuring the teaching loads borne by 
individual instructors; the commonest is probably in terms of the 
^'teaching hour." A teaching hour is one hour a week spent in the 
classroom in the actual work of instruction. In reckoning the teach- 
ing hours of laboratory instructors many institutions divide the num- 
ber of hours devoted to laboratory instruction by two or by three. 

99 



100 SURVEY OF THE UNIVEESITY OF NEVADA. 

Students' programs of work are usually estimated in '' credit 
hours" (or ^'semester hours" or ''year hours"). A ''credit hour" is 
one hour a week for a semester (semester hour) or a year (year hour) 
devoted to a classroom exercise, with its accompanying preparation. 
Usually, however, two or three hours of laboratory work are re- 
quired as the equivalent of one hour of recitation or lecture in reckon- 
ing credit hours. This is on the assumption that every recitation or 
lecture hour presupposes two hours spent in preparation and that 
laboratory work demands little or no preparation on the part of the 
student. 

It will be seen that the teaching hour as applied to the work of 
instructors is substantially the same as the credit hour by which the 
work of the student is measured. The teaching hour as a unit of 
measurement has a certain value. If it is the only unit applied, 
however, it fails to reveal the magnitude of the teaching burden 
borne by the departments and by individual instructors. For in- 
stance, an instructor in Greek may give four courses of three class 
hours a week each, with enrollments of 2, 4, 5, and 6 students, re- 
spectively. Such small classes in this subject in the smaller institutions 
are not at aU uncommon. A colleague in English literature may give 
four courses of three class hours a week each, with enrollments of 15, 
18, 25, and 50, respectively. If students do written work in connec- 
tion with these courses — as would be the rule in both departments — it 
is clear that the teaching load of the instructor in English literature 
is many times heavier than that of the instructor in Greek. Even 
disregarding the review of the students' productions, the amount of 
energy required for the efficient conduct of classes enrolling from 15 
to 50 is considerably greater than that demanded in classes numbering 
from 2 to 6. Yet the teaching hours of these two men are the same. 

Probably no system can be devised which will measure accurately 
the work of coUege and university teachers; nor is one desirable. 
Such work involves many highly variable elements and depends for 
its success on imponderable personal talents and idiosyncrasies. 
On no account should it be mechanized or even subjected in any 
individual case to purely mechanical tests. Its very breath of 
life is freedom from these devices. Nevertheless, administrators of 
public institutions must to some extent apply quantitative measures 
to the work of the teaching staffs of the institutions under their 
charge, to prevent flagrant injustice to individuals or departments 
and to insure the efficient expenditure of the funds devoted to in- 
struction. 

In estimating the teaching loads borne by individual instructors 
the Bureau of Education has, therefore, made use of a relatively new 
unit as a cross-check on the teaching hour for purely administrative 



WORK AND REMUNEEATION OF THE TEACHING STAFF. 101 

purposes. This new unit is the ''student clock hour." It may be 
defined thus: One student under instruction in lecture, quiz, or 
laboratory for at least 50 minutes net represents one student clock 
hour; for example, therefore, 20 students meeting four hours a week 
in recitation represent 80 student clock hours. It will be observed 
that the student clock hour does not discount laboratory hours, but 
reckons laboratory, lecture, and quiz exercises equally, hour for hour. 
For instance, a student taking a course in chemistry and spending 
one hour in lectures, one hour in quiz, and four hours in laboratory 
in a week can be counted as receiving six student clock hours of 
instruction. 

The value of the student clock hour is that it serves as an index 
to the administration of the distribution of the teaching burden. 
Taken together with the teaching hours of instructors it may help 
in the adjustment of inequalities. 

An examination of the teaching schedules of the members of an\ 
department indicates, of course, that no definite number of student 
clock hours can be fixed for each instructor. An average for a depart- 
ment which has a nimaber of instructors may, however, safely be set 
up. The Bureau of Education has suggested that in an institution 
where research work is encouraged and expected it is reasonable to 
expect also a departmental average of 250 student clock hours per 
instructor per week. This, it is believed, might be a fair working 
average for the larger modern State universities. In a distinctively 
imdergraduate coUege, on the other hand, where research is limited and 
where little or no graduate work is conducted, a departmental average 
of 300 student clock hours per instructor is regarded as a reasonable 
norm. In this connection it is worth while to note that usually an 
institution whose program is made up largely of laboratory work will 
generally record a larger number of student clock hours per instructor 
than an institution most of whose program consists of nonlaboratory 
courses. 

The relation of the distribution of student clock hours to the salary 
paid in a given institution is close, and it is a matter of considerable 
importance to the teaching staff. For example, if the curriculum of 
an institution demands that each student shaU be under instruction 
on the average 20 hours a week, then for every 500 students 10,000 
student clock hours of instruction must be provided. If instructors 
carry an average of 300 student clock hours each, 33 or 34 instructors 
will be required to serve this student body of 500. Suppose the insti- 
tution has $67,000 to spend annually on teachers^ salaries, and em- 
ploys 40 instead of 33 instructors; the average load of student clock 
hours will of course be reduced, but so wiU the average salary. 



102 



SURVEY OF THE UNIVERSITY OF NEVADA. 



Attention is now called to tlie following summary tables, which 
show for the University of Nevada the departments represented, the 
total nimiber of instructors in each department (part-time teachers 
being reduced to a full-time basis), the average salary for each de- 
partment, the average number of student clock hours for each depart- 
ment during the last two academic years: ^ 

Table 18. — Instructors, salaries, student clock hours, in 1914-15. 



Departments. 



FuU- 
time in- 
structors. 



Total 
salary. 



Average 
salary. 



Lverage student 
clock hours 
taught by in- 
structors in de- 
partment. 



First Second 



Accounting and law. 

Agronomy 

Animal husbandry . , 
Art 



Biology 

Chemistry 

Civil engineering 

Dairying 

Economics and sociology 

Education and psychology 

English 

Electrical and mechanical engineering and mechanic 



arts. 



Geology and mineralogy 

German language and literature. 
Greek language and literature... 

History 

Home economics 

Latin language and literature. . . 

Mathematics 

Mining and metallurgy 

Music 

Physics 

Physical education for women. . 

Romance language 

Veterinary science 



Total.... 
Average. 



Enrollment of collegiate students . . 
Average student hours per student . 

Total student clock hours 

Average per instructor , 



2 $3, 000 

2 2,750 

2,400 

600 
5,400 
3,353 
2,661 

900 
2,400 
3,500 
6,000 

18,059 
2,100 
1,500 

13,600 
3,900 
1,800 
3,000 
3,461 
4,000 
1,500 
2,400 
1,500 
2,400 
200 



$2,400 
1,882 
2,400 

600 
1,800 
1,677 
1,995 

900 
2,400 
1,750 
2,000 

1,790 
2,100 
1,500 
2,400 
1,950 
1,800 
2,400 
1,730 
2,666 
1,500 
2.400 
1,{)00 
2,400 
200 



72,384 
1,978 



142 
156 
290 

177 



73 

87 
274 
231 

279 
242 
146 

30 
154 
322 
106 
274 

87 
156 
391 
136 
259 



4,706 



345 
13.6 

7,678 



101 
100 
120 
260 
232 
304 
279 



276 
219 

264 
316 
112 
27 
137 
252 
114 
241 
105 
134 
248 



104 



330 

13.2 

7.252.5 

108 



1 Detail tables from which the summaries are derived appear in the Appendix, pp. 147-149. 
i Note that $600, the additional salary for deans, is added here. 



WORK AND REMUNERATION OF THE TEACHING STAPF. 103 

Table 19. — Instructors, salaries, student dock hours, 1915-16. 



Departments. 


Full- 
time 
instruct- 
ors. 


Salary. 


Average 
salary. 


Average student 
clock hours taught 
by instructors in 
department. 




First 
semester. 


Second 
semester. 




1 

:: 

3 

^* 

1 
1 

4 

2 

^» 
}* 

1 
2 


$3,000 
1,500 
2,500 
900 
5,600 
3,700 
2,722 
775 
2,500 
4,000 

7,707 
6,100 
2,300 
1,500 
2,600 
4,300 
3,000 
3,100 
3,850 
4,000 
1,500 
1,600 
2,500 
1,500 
4,000 


$3,000 
1,500 
2,500 

900 
1,866 
1,708 
2,041 

775 
2,500 
1,333 

1,849 
2,033 
2,300 
1,500 
2,400 
2,006 
1,500 
2,480 
1,925 
2,666 
1,500 
1,600 
2,500 
1,500 
2,000 


80 
176 
247^ 
260 
326 
451 
232 


115 


AgroBomy 


2814 


Animal husbandry 


169^ 


Art ..;;::: 


330 


Biology . . 


259 


ChpTTiistry 


424 


Civil engiiieering 


196 


Dairjdng 


132 


Economics and sociology 


i26 
189 

231 
236 
221^ 
169 

162 
158 

99 
223 
127 
196 

27 
448i 
184 
203 


99 


Education 


247 


Electrical and mechanical engineering and mecha.Tiic 
arts . . . 


247 


EngUsh 


239 


Geology and mineralogy 


202 


German language andliterature 


116 


Greek language and literature 


284 


History . . T. . ." 


155 


Hnnip, p.nnnnmifs , 


209 


Latin language and. literature 


102 


Mathematics 


165 


Mining and metallurgy 


105 


Music 


174 


Philosophy 


73 


Physics 


391 


Physical education for women 


170 


Romance languages. 


138 






Total 


38^ 


76, 754 
2,002 




4,809 


4,767 


Average./. 
















Enrollment of coUegiate students 








388 
12.4 
8,496.5 
221.6 


363 


Average student hours per student 








13 


Total student clock hours 








8,357 


Average per instmf»tnr 








218 













From this table several interesting facts with reference to the work 
of instructors appear. The average number of student clock hours 
per instructor for the whole institution was in the first semester 
of the last academic year 221.6, and in the second semester 218. 
The range of departmental averages was from 27 to 451. The 
distribution of teaching loads among departments is very uneven. 
The departments most heavily loaded are biology, chemistry, physics, 
and art. The departments carrying the hghtest loads (measiu^ed in 
student clock hours) are Greek, philosophy, accounting, Latin, and 
economics and sociology. 

At the State University of Iowa the bureau found the average 
number of student clock hours per instructor for the year 1914-15 to 
be 252; at the Iowa State CoUege of Agriculture and Mechanic Arts, 
312; at the University of Washington, 333 J; at the Washington State 
College, 214.4. The range of departmental averages was at the State 
University of Iowa from 71 in Greek to 501 in geology; at the Uni- 
versity of Washington from 94 in mining engineering to 648.4 in 
zoology. 



104 SURVEY OF THE UNIVERSITY OF NEVADA. 

At first glance it would seem that the comparison is distinctly 
unfavorable to the University of Nevada. Several factors which are 
not revealed by the figures should be borne in mind, however. The 
first of these is the great disparity in size between the University of 
Nevada and the institutions cited above. The maintenance of a 
college of arts and sciences entails the provision of work in most, 
if not all, of the departments represented at the University of Nevada, 
even if some of the departments are patronized by very few students. 
Their establishment belongs to the necessary initial expense of a 
modern collegiate undertaking. With the growth of the institution 
more students enroll in the less frequented departments. The 
approximate equalization of the teaching loads, as measured in 
student clock hours, then becomes possible.^ The presence in an 
institution of a number of departments which enroll very few students 
also lowers the institution's average of student clock hours. A small 
institution, therefore, which maintains a weU-rounded college of arts 
and sciences may be expected to fall short of the standard proposed 
by the bureau for apphcation to the larger State universities and 
colleges. It is perhaps worth noting that the classics and philosophy, 
which are among the departments showing the smallest number of 
student clock hoirrs at the University of Nevada, commonly enroll 
in other institutions relatively small numbers of students. ' 

The committee might summarize its views on the measurement of 
the work of instructors in terms of student clock hours thus. This 
method is valuable chiefly for three reasons: (1) Because it may 
reveal to the administration some of the inequahties in departmental 
teaching burdens, and so serve as contributory evidence in deter- 
mining increases of departmental staffs; (2) because it indicates the 
relative expensiveness of various lines of work; and (3) because it 
furnishes an index of the institution's success in utiHzing its teaching 
resources to their full capacity. An absolute equalization even of 
departmental teaching loads is of course out of the question in any 
institution, whatever its size and however carefuUy managed, but 
that many institutions may conform to the standards proposed above 
without overloading any teacher is beheved to be possible. It may 
be of interest to the ofl&cers of the University of Nevada to note that 
a faculty of 38, if carrying an average load of 300 student clock hours 
a week, could have provided 11,400 student clock hours of instruc- 
tion instead of the 8,496 actually given. This would have made 
possible an additional enrollment of 140 without additions to the staff. 

1 It should be emphasized again that the student clock hour represents only one method of measuring 
an instructor's burden. An instructor with small classes and a consequent low student clock-hour 
count may meet as many classes a week as a teacher whose total of student clock hours greatly exceeds 
the average. 



WORK AND REMUNERATION OF THE TEACHING STAFF. 



105 



SIZE OF CLASSES. 

Classes of five students or less can rarely be justified, except in ad- 
vanced work or in the graduate school or in courses which have just 
been established. Even courses enrolling 10 or less are expensive. 
Many small classes indicate in some cases the lack of adequate study 
of the curriculum or schedule by administrative officers, and in others 
an undue effort by departments to serve the whims or convenience of 
students in order to build up departmental enrollments. The num- 
ber of small classes can often be reduced by alternation of courses. 
Large classes, on the other hand, unless they are lecture classes, 
usually entail inferior educational results. 'Classes of over 30 are at 
least open to question. Any considerable number of them generally 
shows a need for more instructors or a poor distribution of students 
or instructors. The committee presents below a tabulation of the 
classes by size at the University of Nevada during the year 1915-16. 

Table 20.— 8ize of classes, 1915-16. 





Students in classes. 


Number of classes. 




First 
semester. 


Second 
semester. 


1 to 5 


67 

53 

34 

24 

10 

6 

3 

1 




73 


6tol0 


56 


11 to 20 


40 


21to30 


19 


31 to 40 


8 


41to50 1 


8 


51 to 60 


2 


61 to 70 


1 


Over 70 











Total 


198 


207 







It appears that over one-third of all the classes in the university are 
composed of from one to five students. The committee does not sug- 
gest that all of these small classes could be ehminated. It believes, 
however, that it should be possible to reduce the number of them by 
offering certain courses in alternate years and by withdrawing and 
combining others. It recommends that the administrative officers 
give this question of smaU classes careful consideration. The follow- 
ing table may assist the administration in making desired adjustments. 



106 SURVEY OF THE UNIVERSITY OF NEVADA. 

Table 21. — Number of classes with an enrollment under six, 1915-16. 





First semester. 


Second semester. 


Department. 


1 


2 


3 


4 


5 


Per 
cent. 


1 


2 


3 


4 


5 


Per 

cent. 


Accounting 












10 
53^ 
27 
10 
57 
36 
61 
10 
19 
10 
15 
40 
124 
100 
63 
28 
100 
54 
50 
18 
10 
10 
38 
73 
10 
28 












1 


Agromonj' 




1 






1 








1 

2 
3 
3 
2 

1 


...... 




42 


Animal husbandry 




1 






1 


""'i' 
1 


54 


Art 










50 


Biology. 




2 
2 


1 

'""i' 


2 

1 


1 
'""2 


1 
6 

1 




50 


Chemistry 


1 
3 


57 


Civil engineering 


2 


1 


50 


Economics 


10 


Education 


1 
















Electrical engineering 


















2 
...... 


40 


English 


3 
3 


* 




1 


'"'i' 


1 
3 


1 


1 


1 


162 


French 






4^ 


German 




1 
1 

4 

1 




2 
2 
3 


.... 
3 


1 


47 


Greek 


1 


1 
1 


1 
3 

1 


""i 

"i 

2 


100 


History. . . 


1 


2 


50 




1 


Italian 
















1 


Latin 




1 




2 

1 




1 


1 


...... 


2 
...... 

1 
5 


45 


Law 




50 


Mathematics 




2 




1 






20 


Mechanic arts . . 














2 


54 


Mechanical engineering 








1 




1 




i 

1 
1 


26 


Metallurgy...:. .. . 


1 
1 


2 

1 




20 


Mining 




1 


5 


1 


.. . . 

1 


2 


1 


70 


Mineralogy 


1 


Music 






1 








1 






1 


57 


Philosophy 
















Physics 




1 








7 
40 
22 





2 

1 








15 


Physical education 








2 

1 






1 


20 


Spanish.. . 
















Geology 










1 






3 


1 


73 






















Total 


15 


14 


11 


15 


17 




16 


16 


12 


24 


19 









1 No report. 

An examination of this table shows that in the first semester 
9 departments reported 15 classes in each of which there was but 
a single student; in the second semester 9 departments reported 
16 classes of 1 student each. Ten departments reported 14 classes 
with but 2 students in each during the first semester. Further 
analysis of the figures may be made by the reader at his convenience. 
The percentage column at the right indicates the percentage of 
the teaching time (estimates in credit hours) of the department 
given to classes of from 1 to 5 students. 

SALARIES. 

The Bureau of Education is on record concerning the salaries 
which collegiate institutions, especially the stronger State institutions, 
should try to pay. It has declared that for the present an average 
salary of $2,000 for a department should be regarded as a reasonable 
minimum. (This does not apply to subcollegiate departments, 
where a lower average may properly prevail.) The practice of the 
stronger institutions throughout the country indicates that this 
average will be necessary to command men of the desired quality. 
In departments which expect to retain men of distinction a higher 
average salary must be paid. 

The situation at the University of Nevada, however, is such that 
this proposed standard of the average departmental salary can 



WORK AND REMUNERATION OF THE TEACHING STAFF. 107 

hardly in fairness be applied. As will be noted in the foregoing 
tables, there are 13 departments each of which has but a single 
instructor. The minimum average salary for a department suggested 
by the bureau was worked out from a study of institutions where 
the number of instructors in most departments ranged from 4 to 15. 
The average instructional salary at the University of Nevada, $2,002, 
is seen to be slightly higher than the proposed standard; but this very 
respectable average is due chiefly to the large percentage of full 
professors and heads of departments in the Nevada faculty, and 
the relatively small percentage of instructors on low salaries. This 
distribution of the teaching staff among the different academic ranks 
is another characteristic of the small institution. In justice to the 
instructing body at the University of Nevada the maximum salaries 
paid to the teachers of each rank should be compared with those 
paid by other institutions. For this purpose a table of the maxi- 
mum and minimum salaries of State institutions is included in the 
Appendix, page 160. Certain comparisons with the State institutions 
in Iowa and Washington may be pertinent here. The average 
salary at the State University of Iowa was $1,790. The minimum 
salary paid departmental heads was $3,000 in 1914-15. In the same 
year the average salary at the University of Washington was $1,754, 
-and the maximum salary of a fuU professor $3,000, The average 
salary at the Washington State College was $1,631.50; the maxi- 
mum salary paid full professors was $3,000. In both States the 
bureau not only recommended the immediate increase of the average, 
but urged the payment of a higher maximum to men of professorial 
rank. Persons of the requisite training and abiMty to head uni- 
versity departments can not be secured or permanently retained for 
less than $3,000. Indeed, as will be seen by consulting the table 
referred to, many institutions are paying full professors a very much 
larger remuneration than this. If the bureau was wiUing to recom- 
mend a considerable increase in salaries in communities where 
living expenses are Relatively low, it surely has no hesitation in urg- 
ing the same action upon the legislature and the university author- 
ities in Nevada. The cost of living and especially the high rents in 
Reno subject the faculty of the University of Nevada to peculiar 
financial pressure. The committee emphatically recommends, there- 
fore, that the salaries paid teachers of professorial rank at the Uni- 
versity of Nevada be raised and that the maximum salary of full 
professors be placed at $3,000. 

SUMMARY OF RECOMMENDATIONS. 

1. The serious consideration by the administrative officers of the 
large number of small classes. 

2. Increase in salaries and the establishment of $3,000 as the 
maximum salary of fuU professors. 



Chapter IX. 

, COSTS. 



In the preceding chapter some of the most important questions 
involved in institutional expenditures were discussed. The analysis 
of costs attempted in this chapter is not the usual report of receipts 
and expenditures primarily by funds — State, Federal, local, private 
endowment, etc. — ^but rather a classification of expenditures with 
reference to their educational purposes. In a business concern this 
process is called cost accounting. Under Federal and State laws very 
little accounting of this kind has been required of institutions of 
higher education, although each year there have been more and more 
frequent caUs for statements involving this element. As yet, how- 
ever, the forms in which institutional expenditures are reported 
differ greatly. 

The committee has had prepared and submits herewith an exhibit 
of the expenditures of the University of Nevada, arranged in a form 
identical with that used by the Bureau of Education to summarize 
the financial operations of the State institutions of Iowa and Wash- 
ington in connection with the recent surveys of these institutions. 
Within this limited group of institutions, therefore, substantially 
accurate comparisons may be made. In order that the tabulation 
may be clear, the following explanation is offered : ^ 

The total expenditures for the year are first divided into two main 
groups: Educational expenditures and extension and service expendi- 
tures. The educational expenditures are then divided into three sepa- 
rate categories : Construction and land^ special and rotating funds, and 
operating expenditures. 

The category construction and land includes expenditures for 
direct additions to the plant, to provide for growth in enrollment, 
together with outlays for ordinary furniture of new buildings. Spe- 
cial and rotating funds include expenditures from prize funds, board- 
ing and rooming departments, and special funds available only for 
specific purposes apart from instruction. These two classes of ex- 
penditures are in a certain sense entirely independent of the cost of 
operation of the educational plant. 

1 The explanation of the form for the reporting of expenditures in this chapter is taken for the most part 
from the report of the survey of the State higher educational institutions of Iowa, Bulletin, 1916, No. 19. 

]08 



COSTS. 



109 



The category operating expenditures includes all expenses for the 
annual maintenance of the institution aside from dormitories and 
boarding departments. It is further analyzed into educational equip- 
ment and supplies, instruction, and general operating expenditures. 
The latter may perhaps more aptly be termed overhead expenses. 
The following may make this clear: 



[Educational. 



fConstruction and land. 
Special and rotating fund. 



Total expenditures 



iOperating expenditures. 
[Extension and service. 



rEducational equipment and 
supplies. 

Instruction. 

General operating expenses 
[ (overhead expense). 



Under operating expenditures the first subdivision, educational 
equipment and supplies, includes in addition to purely departmental 
supplies the expenditures for books and library supplies. The second 
subdivision, instruction, includes the salaries of the deans and faculty 
members, but not those of the president, other purely administrative 
ofiicers, and librarians. The third, general operating or overJiead 
expense, includes the salaries of administrative ofiicers, janitors, etc., 
in addition to other expenditures essential to the maintenance of the 
work of the institution. 



Table 22. — University of Nevada — Summary of expenditures, 1914-15. 



Total expendi- 
tures, $221,492.04. 



Educational expen- 
ditures, exclu- 
sive of extension, ^ 
$167,069.61. 



Construction and 
land, $8,151.95. 

Total operating ex- 
penses,$139,717.96. 

Special funds, 
$19,199.70. 



Educational equip- 
ment and supplies, 
$13, 760. 32. 

Instruction, 

$78,391.87. 
General operating ex- 
penses, $47,565.77. 



Arts and sciences. 

$53,815.81. 
Engineering, 

$15,785.16. 
Agricu 1 ture, 

$7,790.90. 
Summer school, 

$1,000. 



Extension and industrial service work, $54,422.43. 



Table 23. — University of Nevada — Summary of expenditures, 1915-16. 



Total expendi- 
tures, $284,838.80. 



Educational expen- 
ditures, exclu- 
sive of extension, 
$205,089.24. 



Construction and 
land, $2,204.21. 

Total operating ex- 
penses $174,157.56. 

Special funds, 
$28,727.47. 



Educational equip- 
ment and supplies, 
$28,277.45. 

Instruction, 
$83,773.97. 

General operating ex- 
penses, $62,106.14. 



Arts and sciences, 

$63,490.38. 
Engineering, 

$13,031.26. 
Agriculture, 

$5,349. 
Summer school, 

$1,903.33. 



Extension and industrial service work, $79,749.56. 



With the aid of one more factor in addition to those already 
exhibited in the tables described, certain fairly definite information 
concerning the average cost per student may be obtained. This 
factor is the average number of students in attendance. This is not 
the same as the catalogue enrollment. The usual catalogue state- 
ment of enrollment includes all students who have attended the 
institution during any part of the year of 12 months. Often the 
summer enrollment is large. As a rule the number of students in 
actual attendance rises from the opening of coUege in September for 
about two wrecks to a maximum and then declines, because of with- 
drawals, until the close of the term. The second term usually opens 



110 SUEVEY OF THE UNIVERSITY OF NEVADA. 

with increased numbers, again reaching a maximum shortly after 
the opening date and then gradually declining until the close of the 
year. An average of the two high tides in enrollment may mider 
very liberal interpretation be regarded as the average attendance. 
The average attendance computed in the fashion described for the 
year 1914-15 at the University of Nevada was 313. The catalogue 
enrollment was 388. For the year 1915-16 the average enrollment 
was 329.5. The catalogue enrollment was 441. 

To determine, then, the average cost per student the items listed 
in the first tabulations under the heading of operating expenditures^ 
(including the total educational equipment and supplies, the total 
general operating expenses and cost of instruction) , less the expenditures 
for the summer term, are taken. The average attendance for the 
same year is then used as a divisor. The two following tables show 
the average cost per student for the years 1914-15 and 1915-16: 

Table 24. — Per capita cost per student based on the average enrollment. 



1914-15 



1915-16 



High tide of enrollment for first semester . . . 
Higli tide of enrollment for second semester. 

Total 



310 
316 



328 
331 



626 



Average enrollment for the year I 313 

Total expense |$138, 717. 96 

Average expense per student $443. 18 



329.5 

$172,254.23- 

$522. 77 



The average cost per student figured in the same way was, for the 
year 1914-15, $275.50 at the State University of Iowa; $271 at the 
Iowa State College of Agriculture and Mechanic Arts; $192.77 at the 
University of Washington; and $289.79 at the Washington State 
College. 

For reasons suggested in the preceding chapter, it is to be expected 
that the per capita cost at the University of Nevada will be high as 
compared with universities of larger enrollment. The necessity of 
supporting almost as many departments as an institution of much 
more numerous enrollment entails a rather formidable unit expense. 
Moreover, in the smaller institutions there are fewer opportunities for 
departmental economies. Probably certain economies such as pre- 
venting the establishment of new departments, supplying (within 
limits) the need of new courses by utilizing men from allied depart- 
ments, and encouraging the rotation of advanced courses may be 
practiced. But even so, the unit cost will still undoubtedly remain 
higher than that of universities of five or ten times the enrollment of 
the University of Nevada. The usefulness of calculating the cost per 
student is not so much for purposes of comparison with other insti- 
tutions, although this has a certain value, as for the information of 



COSTS. 



Ill 



the institution itseK, in order that it may compare its expenditures 
from year to year. The object of efficient management should be to 
make a better university, not a cheaper one. If the university can 
be made better and the unit of expense at the same time reduced, 
the achievement will be worth while. No one who has the interests 
of the State and of higher education at heart, however, would advise 
the lowering of standards or a decrease of salaries for the sake of 
re.ducing expenses. Economies in university administration can be 
safely effected only by a university president who, as an expert in 
university education, can plan for the future, and upon whom rests 
the responsibility for resisting the innumerable pressures for expendi- 
tures for purposes unrelated to the larger policies of the institution. 

Table 25. — University of Nevada — Student clock-hour costs, 1915-16. 





Salaries. 


Depart- 
mental 
eqmp- 
ment. 


Overhead 
expenses. 


Total 

expenses. 


Student clock hours. 


Student 
clock- 
hour 
cost. 


Departments. 


First 
semes- 
ter per 
week. 


Second 
semes- 
ter per 
week. 


Total 

for 

year. 




$1,550.00 
2,845.21 

900.00 
5, 793. 28 
4,502.80 
1,800.00 
2,513.63 

900.00 
2,649.96 
7,450.00 

7,281.25 
6,321.51 
2,300.04 
4,999.96 
3,999.96 
3,053.71 
3,849.96 
3,236.38 
5,499.96 
1,500.00 
1,600.00 
2,872.51 
1,63L00 


$713.45 

1,572.38 

20.60 

2,324.11 

2,219.58 

745. 88 

54.27 

1,011.94 


$740.26 

1,444.78 

301.09 

2,654.81 

2,198.56 

832.62 

839.83 

625.31 

866.67 

2,507.79 

3,096.28 
2,067.46 

763.46 
1,636.48 
1,308.19 
1,095.72 
1,259.13 
1,378.69 
1,798.76 

524.32 

523.28 
1,579.17 

550.53 


$3,003.71 
5,862.37 
1,221.69 

10,772.20 
8,920.94 
3,378.50 
3,407.73 
2,537.25 
3,516.63 

10,175.64 

12,563.53 
8,388.97 
3,097.85 
6,640.24 
5,308.15 
4,445.72 
5,109.09 
5,594.23 
7,298.72 
2,127.50 
2,123.28 
6,407.70 
2,233.83 


176 
2471 
260 
326 
465 
80 
232 

"'i26" 
189 

231 
236 
221i 
127 
162 
158 
223 
127 
372 
196 
27 
4481 
184 


281i 
169 
330 
259 
424 
115 
196 
132 
72 
247 

247 
239 
202 
124 
155 
209 
165 
105 
254 
175 
75 
391 
170 


8,235 

7,497 

10,620 

10,530 

16,002 

3,510 

7,704 

2,376 

3,564 

7,848 

8,604 
8,550 
7,623 
4,518 
5,706 
6,606 
6,984 
4,176 

11,268 
6,678 
1,836 

15.111 
6,372 


$0. 3647 


Animal husbandry 


.7819 


Art 


.1150 


Biology and botany 


1.0230 


Chemistry 


.5575 


Commercial 


.9625 


Civil engmeering 


.4423 


Dairying 


1.0679 


Economics and sociology 

Education 


.9867 


217.85 
2,186.00 


1.2966 


Electrical and mechanical 
engineering and mechanic 
arts 


1.4602 


English 


.9812 


Geology and mineralogy. .. . 
Greek and Latin 


34.35 
3.80 


.4064 
1.4697 


History 


.9303 


Home economics 


296.29 


C 729 


Mathematics 


.7315 


Mining and metallurgy 

Modem languages 


979. 16 


1.3396 
.6475 


Music 


103. 18 


.3184 


Philosophy 


1 1564 


Physics 


1,956.02 
52.30 


.4240 


Physical education (women) 


.3506 


Totals — Instructional 
departments 


79,051.12 


14,491.16 


30,593.19 


124,135.47 


4,814i 


4,736^ 


171,918 


.7221 


Library 




2,930.54 i 958.43 
52.71 486.95 
113.10 429.45 
162.15 53.03 


3,888.97 

1,975.85 

1,742.55 

215.18 










Military science 


1,436.19 
1,200.00 










Physical education (men) . . . 










Trflining qnartPTS 






















Totals, including non- 
instructional 


81,687.31 


17,749.66 32,521.05 


131,958.02 


















Extension and industrial 
service . 


79,7 


49.56 26,082.01 
10,527.79 ' 3.443.12 


105,831.57 

13,970.91 

243.29 










Five-sixths nniversity farm . 










Veterinary science . . T 


183.33 




59.96 






















Grand totals 






62,106.14 


252,003.79 

























The actual cost of different departments the committee has found 
it exceedingly difficult, perhaps impossible, to determine. The 
nearest approach that could be made seemed to be to secure the cost 



112 SURVEY OF THE UNIVERSITT OF NEVADA. 

of a student clock hour in each department. This has been done and 
appears in the last column of Table 25. It was obtained by adding 
the total amount paid for salaries in each department and the 
amount spent for departmental equipment and supplies. The gen- 
eral operating expense or overhead expense was divided among the 
separate departments in accordance with the ratio which the salary- 
budget for each department bore to the general salary budget. This 
amount, as its proportion of the overhead, was then added to the two 
departmental items already mentioned, and the total divided by the 
number of student clock hours for the department. The committee 
would like to add a word of caution against the drawing of too wide 
inference from this table. As contributory evidence it may have 
some value, however. 

Reference has already been made to the separation of the ojQ&ce of 
the president of the University of Nevada from direct oversight and 
control of the finances of the institution and to the new system of 
financial management about to be installed, which is designed to 
center responsibility for these matters once more in the president, 
The committee was asked to give careful consideration to this new 
system, which was devised partly with a view to overcoming some 
of the local objections raised against the financial administration of 
the university. The report prepared by Mr. W. B. Castenholz, 
formerly comptroller of the University of Illinois, has been read and 
its recommendations with reference to the desirabihty of providing 
means for facihtating the preparation of cost reports have been 
considered. 

The local criticisms of the old system were: (1) It did not provide 
any easy and accessible means by which the public could be informed 
regarding the use of university funds. (2) It did not provide for 
an accounting of departmental budgets. In support of this criticism 
the committee was informed that budget sums, though allowed, 
were found not to be available, the supposition being that other 
expenditures had been made which encroached on the departmental 
allowance. (3) It did not provide a classified report of expendi- 
tures upon which a satisfactory budget could be built. (This was 
given as the reason for the lack of budget control by heads of depart- 
ments, noted above.) (4) The business office was separated from 
the president's office, making the educational authorization of expen- 
ditures difficult. (5) Frequent balances were not provided for. 

In support of the old system, it was contended that, with a few 
supplementary changes, all the objections noted above might have 
been overcome. While this may be true, the fact remains that an 
expert ia university accounting, after a careful examination of the 
system in force, recommended such a large number of changes that 
the system about to be installed is practically a new one. The com- 



COSTS. lis 

mittee believes that if the new system is installed^'and kept up with 
the cooperation of the educational and business offices, it should not 
only remove the local objections to the university's financial adminis- 
tration, but should also furnish a basis for future cost accounting 
which will be of great value to the university. Attention is called 
to the fact, however, that the installation of any special system of 
accounting is of far less importance than its faithful and businesslike 
administration. 

With the cooperation, which is in any event essential, between the 
comptroller's office and the president's office, there seems to be 
Httle need for the rather elaborate order and voucher record in th^ 
president's ofiice which the new system provides. There should, of 
course, be no question of the president's responsibility or authority. 
Every officer of the University of Nevada, as of practically every 
other State university, is in effect using delegated authority from 
the regents, through the president. Such a relation grows out of 
the responsibilities of the educational trust which centers in the 
regents and which must find a unified agent for expression in the 
chief executive of the university. The business officer is of necessity 
the expression of the educational trust in business terms. 

The installation of the new system in all its details will probably 
be found impracticable of introduction at one time, but the main 
features of the order system, budget and control accounts, and 
encumbrance ledger may be worked out from the start. The per- 
petual inventory should be begun. The creation of a general stores 
department, the changes in the registration system, the central 
stenographic bureau, and the other valuable minor recommendations 
of the report may well become parts of the task of the new comptroller 
as he gradually masters the details of his position. The committee 
congratulates the university upon having made this careful study of 
the functions of its business office. 

BUILDING COSTS. 

The committee has also undertaken a study of the square feet of 
floor space provided for each student and the cost thereof. It is 
hoped that the results of this study may help the authorities to esti- 
mate the extent of building operations which will be required to 
house adequately the educational work of the institution as the enroll- 
ments increase. The study is similar to one made in connection with 
State higher educational institutions of Iowa. In explanation of it 
the committee quotes in substance from the Iowa report as follows: 

In listing buildings occupied for educational purposes an attempt 
has been made to classify the space which they comprise roughly 
under two headings: '^ Space used in common," as library, gymna- 
98578**— 17 8 



114 



SURVEY OF THE XJNIVEESITY OF NEVADA. 



siiim, heating plant, auditorium; and 'instructional space," i. e., 
space used for classrooms and laboratories. This division can, of 
course, be only approximate. The total floor area of each building 
has been taken, including corridors, closets, stairs, etc. Dormitories 
and residences have been omitted. Where dormitories are provided 
by a State, it is only reasonable that the income from them should 
fully cover all maintenance, cost, repairs, and renewal of equipment, 
and pay at least 3 per cent income on the investment. The erection 
of dormitories must be based on a desire to provide adequate Hving 
accommodations for students and is entirely separate and distinct 
from the provision of educational buildings. 

In determining the square feet of floor space provided per student 
the estimated average attendance during the present college year, 
1915-16, was taken. This average attendance has been calculated 
according to the method described earher in this chapter. It will be 
apparent that, in considering building accommodations, we are only 
concerned with providing adequately for the average number actually 
on the campus at one time during the college year. Using these fac- 
tors, the following summary tables have been compiled: ^ 

Table 28. — Cost of buildings per square foot. 



_ 


Cost. 


Square 
feet of 
floor. 


Cost per 

square 

foot. 


Space used in common 


$41,102.16 
188,589.09 


18,181 
56, 847 


$2.26 


Class and laboratory space 


3.31 






Total 


229,691.25 


75,028 


3.06 






COST PER STUDENT.l 

Space used in common . 


124.55 
571.48 


55.1 
172.2 


2.36 


Class and laboratory space 


3.31 






Total 


696.03 


227.3 


3.06 







1 Average enrollment of students, 330. 

Certain comparisons with the amount of space provided for each 
student and the cost of it at the Iowa State institutions are of inter- 
est. The State University of Iowa provides 237.7 square feet of 
floor space per student; the Iowa State College of Agriculture and 
Mechanic Arts, 248 square feet of floor space; and the Iowa State 
Teachers College, 242 square feet. Both the State University of 
Iowa and the Iowa State College of Agriculture and Mechanic Arts 
reported fewer square feet of space used in common (47.7 and 50.5 
square feet, respectively) than the University of Nevada. Both 
institutions were found to stand in urgent need of library and audi- 
torium accommodations, however. The average cost per square 

1 Detail tables appear in the Appendix, p. 163. 



COSTS. 



115 



foot of floor space in six buildings recently erected at the Iowa insti- 
tutions was $2.96. The highest average cost per square foot of floor 
space for the whole plant was $3.16, reported by the Iowa State 
College of Agriculture and Mechanic Arts. 

Comparing these figures with those given in the preceding table, it 
appears that less space is provided for each student at the University 
of Nevada than at any of the Iowa institutions, and that relatively 
Nevada falls below, particularly in instructional space. (Allusion is 
made in Chapter X to some of the more urgent building needs.) The 
average cost per square foot of all buildings at the University of 
Nevada runs close to that reported for the Iowa institutional plants. 
The cost per square foot of two recent substantial buildings at the 
University of Nevada, as shown in the following summary, is con- 
siderably higher. 

Table 27. — Cost per square foot of floor space of the two newer buildings. 





Square 
feet. 


Cost. 


Per 

square 

foot. 


School of mines 


11,568 
7,158 


$92, 730 
40,000 


$8.01 


Electrical building 


5.58 






Total 


18,726 


132,730 


7.08 







Chapter X. 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS 
OF THE UNIVERSITY. 



The committee proposes to discuss in the present chapter the organ- 
ization, equipment, and functions of the principal teaching divisions 
of the university, to point out the major needs of these divisions, and 
to offer recommendations bearing on their administration and 
support. 

THE COLLEGE OF ARTS AND SCIENCES. 

The college of arts and sciences is the core of the university and its 
oldest division. As has already been indicated, it is in more senses 
than one the heart of the university. To illustrate this statement 
further and to throw light on the general principle of collegiate 
organization, the committee quotes a portion of the report of the 
dean of the college of arts and sciences made to the president Decem- 
ber, 1916: 

Under the plan of organization in force in this university, a department is classified 
for administrative purposes in the college to which its work primarily belongs. In case 
ail of the courses it offers are open without restriction to all qualified students of the 
university, it is included in the college of arts and science. In case a department 
jffers some courses open without restriction to all qualified students, and other courses 
of a technical character open only to restricted classes of students, it is included in the 
college of arts and science and in one or both of the other colleges, but is counted as be- 
longing primarily to the college of arts and science. Such departments, specifically, 
are English, mathematics, chemistry, physics, geology and mineralogy, zoology, and 
botany. With these should be mentioned military science and physical education 
for women, which can hardly be said to belong primarily to any single college. In 
t^ase a department offers only technical courses open to restricted classes of students, 
it is classified in either the college of agriculture or the college of engineering, or, if 
it is a requirement of students in both colleges, it ia classified in both. 

Under this organization of the several colleges, each with, its own curricula and 
degrees, a student is registered in that college where he elects most of his courses, or 
for the degrees of which he expects to become a candidate. The college of arts and 
lacience now contains somewhat more than one-half of the entire student body, its 
percentage of the students in 1915-16 being 56 per cent as compared with 27 per cent 
in engineering and 17 per cent in agriculture. Furthermore, its growth has been more 
rapid than the growth of the other two colleges. Nearly all of the instruction given 
arts and science students is provided by the departments belonging primarily to this 
college. The only important exception is the department of home economics, which 
ts one of the two schools in the college of agriculture. Other departments classified 
116 



ORGANIZATION AND NEEDS OP SEPARATE DIVISIONS. 117 

primarily in agriculture or engineering provide instruction for arts and science studente 
only to a very limited extent. 

On the contrary, arts and science departments provide a large part of the instructioij 
given students registered in the other colleges. Excluding courses in applied mathe- 
matics and in applied sciences, and including only those recognized as primarily 
belonging to the college of arts and science, this college gives from 48 to 73 per cent 
of the instruction to students registered in the school of home economics, from 18 to 
39 per cent to students in the school of agriculture, from 42 to 46 per cent to studentp 
in the Mackay school of mines, from 30 to 42 per cent to students in the school of 
mechanical and electrical engineering, and from 30 to 45 per cent to students in the 
school of civil engineering, the range in each of the schools depending upon the manner 
in which its students use their free electives. The minimum in each school represents 
the relative amount of arts and science work regarded as indispensable in the prepara- 
tion of its students. All the arts and science courses so specified represent the indis- 
pensable part which a college of agriculture and mechanic arts would be compelled 
to provide for the students in addition to the technical courses. 

By reason of these facts its laboratories are becoming overcrowded. Nearly all 
departments in the languages, the social sciences, and mathematics are seriously 
hampered for want of room. Some recitation rooms are used by several instructors, 
a condition which, in the want of offices for many of the instructors, makes it impossible 
for them to be available to students for conference. 

The committee is recommending later the provision of separate 
buildings for agriculture and education. Should such buildings be 
provided, the congestion of which the dean speaks, the existence of 
which the committee verified by its own observations, would be largely 
remedied. Attention is called to it here partly to emphasize the 
handicap under which the college of arts and sciences labors and 
partly to reinforce the recommendations which the committee is 
about to make. 

THE MACKAY SCHOOL OF MINES. 

The committee has been impressed with the great development 
of miniQg in Nevada. It is, and so far as can be foreseen will con- 
tinue to be, the principal industry of the State for many years to 
come. As the trauiing agency for the leaders in this industry, the 
Mackay school of mines, now administered as one of the schools in 
the college of engineering, deserves first mention among the tech- 
nical divisions of the university.* The committee is convinced that 
the Mackay school ought in time to be the equal of any school of 
mines in the United States. That it has thus far failed to attain 
the highest degree of efiiciency does not appear to be the fault of 
any one person, but seems rather to have been caused by certaio 
conditions which it is believed the recommendations contained in 
this report will help to remedy. The rapid development of newer 
competing fines of engineering work and a recent change in the direc- 
torship were undoubtedly factors in the decline in the enrollment of 

1 The rather loose use of the word "school" in connection with this and other administrative divisions 
of the university has been alluded to. 



118 



SUEVEY OF THE UmVEESITY OF NEVADA. 



S {§ 




s;n9pi4g 




91-91 




9I-fl 




fl-€l 




81-21 




zi-n 




TI-OI 




01-60 




60-80 




80-10 




iO-90 
90-SO 
90-fO 


W-€0 
20-ZO 
ZO-TO 


1 

o 


10-00 
00-66 


■s 


66-88 


f 


86-16 


16-«6 




96-96 


1 



96-W 



Z6-I§ 
16-06 
08-68 
68-88 
88-:8 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 



119 



the school begiiming in 1911-12 and continuing through 1913-14. 
The curriculum in mining has lately been reorganized on approved 
lines, with strong emphasis on a high standard of achievement in 
the practical mining subjects. Since the beginning of the year 




80 



75 



70 



65 



55 



45 



Fig. 12.— Growth of mechanical and electrical engineering, University of Nevada. 

1914-15 the enrollment has been increasing. The enrollment of 
the school in comparison with that of the other divisions of the 
college of engineering and with that of the college of engineering as 
a whole is shown in the accompanying table and graphs. 



120 



SUBVEY OF THE UNIVERSITY OF NEVADA. 



s s s 



s § 



:s;aapiiis 




ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 
Table 28. — Enrollment in mining and engineering, 1887-88 to 1915-16. 



121 



Year. 


Mines. 


Mechan- 
ical 
and 
electrical 

engi- 
neering. 


Civil 
engi- 
neering. 


Total. 


1887-88 . . 


4 
8 
9 

8 
15 
19 
23 
29 
44 
69 
66 
57 
70 
62 
73 
66 
53 
49 
58 
73 
61 
48 
44 
45 
32 
29 
28 
36 
42 






4 


1888-89 






8 


1889-90 






9 


Fall term of 1890 






g 


1891-92 




... 


15 


1892-93 






19 


1893-94 






23 


1894-95 






29 


1895-96 




6 
5 
8 
8 
5 

20 
18 
24 
22 
30 
29 
18 
28 
26 
29 
28 
37 
54 
61 
76 
64 


2 

5 

5 

3 

7 

5 

2 

7 

4, 

7 

8 

6 
10 
10 
16 
-7 
13 
10 
10 
16 
13 


52 


September, 1896-December, 1897 


79 


1898 . . . 


79 


1899 


68 


1900 . . . . 


82 


1901 


87 


1902 


93 


1903 


97 


1903-4 


79 


1904-5 '. 


86 


1905-6 


95 


1906-7 (mininp hnnm) .. . . . . 


97 


1907-8...... .„.......: .:.:.:.: 


99 


1908-9 (Mackav building) 


84 


1909-10.. ...„L.„!.^ ::::::::::::::;:::::::::::::::::::::::: 


89 


1910-11 


80 


1911-12 (Electrical building) 


82 


1912-13 


93 


1913-14.. . 


99 


1914-15 


128 


1915-16 ... 


119 







For the Mackay school of mines to meet the most pressing demands 
of the State it will be necessary to increase the staff and to add a 
small amount of equipment. The committee recommends espe- 
cially the appointment of an expert in mining prospects and the 
development of small properties. Such a man should spend a large 
part of his time in the field, making careful study of properties and 
giving assistance to those operators who for lack of technical direc- 
tion may be wasting their own and other people's money. At the 
same time, he should be able, with the cooperation of the other 
members of the mining staff, to make and maintain an inventory or 
perpetual survey of the mining interests in Nevada. Such a survey 
would be of great benefit to the State in restoring confidence in the 
mining industry, confidence which is lacking among investors at 
the present time. While it may not be possible to eliminate the 
speculative element from the mining business, it should be the func- 
tion of this public technical expert to reduce this element to a mini- 
mum. His work would not, it is believed, in any way interfere with 
the practice of private mining engineers. In fact, by constantly 
calling attention to the practical value of technical assistance, his 
activities ought actually to increase the professional opportunities 
of private practitioners. That the service that such an expert 
should render is needed is indicated by the correspondence records 
of the director of the Mackay school of mines, who during a single 



122 SURVEY OF THE UNIVEESITY OF NEVADA. 

year responded to 91 requests for specific information regarding 
the mining resources of the State. This service would be, indeed, 
but an extension of the work of the State mining laboratory, which 
was estabhshed at the university in 1895, and which provides for 
the ordinary analyses of ores free of charge for prospectors.^ 

The Mackay school of mines should maintain a keen interest in 
research. In fact, the committee recommends that definite pro- 
visions for graduate work in mining be made within a few years. 
The committee has already imphed that it does not advise the general 
development of graduate work at the University of Nevada. Grad- 
uate instruction is exceedingly expensive. Only a very small per- 
centage of the population can avail themselves of it. There are 
already several excellent graduate schools in the far West, which 
should be able to supply the needs of this section for some time to 
come. The committee is led to recommend the development of 
graduate courses in the Mackay school of mines, however, on 
three grounds: (1) Because of the close proximity of so many rich 
mines; (2) because the Mackay school is sufficiently endowed to 
warrant the State in contributing such funds as may be necessary to 
furnish advanced instruction of the highest grade; and (3) because 
of the stimulating effect which graduate work, even if carried on in 
only one department, has upon the scholarly interests and standards 
of the whole institution. 

Of special importance is the relationship of the Mackay school of 
mines to the large interests which it serves. The committee suggests 
three methods of fostering this relationship: (1) There should be an 
advisory board of five or more mining men, appointed by the regents 
upon the recommendation of the director and with the approval of 
the president.* This board should have as its object the correlation 
of the instruction offered by the school with practical mining work. 
It should meet with the director once a year to consider changes and 
improvements in the courses in mining, and should at all times be 
alert to assist him in advancing the institution of which he is in 
charge. (2) Provision should be made for bringing to the univer- 
sity each year several lecturers on various practical phases of mining 
problems. (3) Some of the work in mining experimentation, 
which is being carried on in connection with the operation of the 
large mining companies, should be made available to university 
instructors and students. The practical means for the accomphsh- 
ment of this end might well be one of the problems for the mining 
advisory board to consider. 

1 Compare, p. 67. 

* The committee has already commented on the honorary board of visitors at present maintained, and 
has suggested that it be replaced by special boards for each of the separate divisions of the institution 
(see p. 90). 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 123 

In Chapter VI the committee suggested certain changes in the 
organization of the school. It now submits two alternative pro- 
posals looking toward the enhancement of the school's efficiency 
and standing. 

1. The Mackay school of mines might be given a definite and 
separate position in the university organization, the director becoming 
the real as well as the nominal head of the school. He should in 
that case be made a member of the council of administration and 
should be required to deal directly with the president of the univer- 
sity. Whether he received the title of dean or not is a matter of 
minor importance and one to be determined by expediency when 
the occasion arises. It has already been recommended that the 
school have a somewhat larger teaching and service staff assigned 
to it. But even if additions to the instructing body are not made, 
the director and his staff should have, in the event of the adoption 
of this proposal, administrative as well as educational control of the 
students in mining. The relation of the mining school to the college 
of engineering would then be through joint faculty meetings for the 
discussion of problems common to both school and college. 

2. The Mackay school of mines might be given a more dominant 
place in the organization of the coUege of engineering, the other 
departments of the coUege being made subordinate and contributory 
to it. The eoUege of engineering would then become in effect a 
school of mines and engineering, a type of organization which has 
been adopted in at least one other mining State. The paramount 
importance ©f the mining industry in Nevada would thus be 
recogniied. 

The committee is aware that either proposal would at the outset 
meet opposition. The principal objection to the first alternative — 
the plan which the committee on the whole prefers — is that if carried 
out at present it would create two very small administrative sub- 
divisions of the university in the place of a single unit of respectable 
size. The trend of enrollments in both mines and engineering indi- 
cates, however, that this objection would apply only temporarily. 
Against the other alternative it may be urged that the college of 
engineering (excluding the school of mines) has proved itself one of 
the most progressive and vital divisions of the university and that 
an attempt to subordinate its work to that of any other technical 
interest would tend to diminish the enthusiasm of both students and 
teachers to the detriment of university spirit and the State's service. 
The committee concedes this and on that account favors the first 
plan. A readjustment substantially in fine with one or the other of 
these proposals must inevitably be made if the mining school is to 
perform its proper function in relation to the State's principal industry 
and if it is to realize its almost unparalleled opportunity. 



124 SURVEY OF THE UNIVERSITY OF NEVADA. 

MINING SCHOOLS OF SECONDARY GRADE. 

The determination of the people that the State's oldest and richest 
industry shall not lack educational support is shown by the readiness 
of the last legislature to undertake provision for elementary mining 
instruction at the more important mining camps. The Tonopah 
school and the school at Virginia City are testimony of the beUef of 
the people in industrial education. The committee does not wish to 
dampen the enthusiasm of the supporters and champions of such 
schools, the estabUshment of which it heartily indorses ; nevertheless 
it ventures to call attention to certain dangers which must be guarded 
against if these institutions are to render efficient and economical 
service. 

The first danger is that such a school may lose its reason for exist- 
ence by the failure of the camp in which it is located. It would be 
uneconomical to continue instruction of this character without a cer- 
tain minimum number of students. The committee believes that, 
in view of the sudden fluctuations in population to which mining 
communities are subject, it would be good policy for the State to 
encourage joint support by State and local contribution of these 
industrial courses. Under this arrangement the local school authori- 
ties might, for instance, furnish the quarters needed and pay one- 
half of the salary of the special teacher of mining subjects, the State 
defraying the other half. Whenever the number of pupils fell off to 
the point where the local community judged that the school was no 
longer justified, the enterprise might be abandoned. 

The second danger is that the work of such a school may lose its 
true vocational character unless it has the proper direction. If, for 
example, the attempt were made to introduce work of this nature 
into a public school system whose ofiicers were unfriendly to its pur- 
poses, this danger might well exist. It may be guarded against by 
continuing to rely upon the director of the school of mines for assist- 
ance in the selection of a proper teacher and for advice and direction 
as to the course of study. The local school authorities, however, 
should be encouraged to handle this problem as soon as they are able 
to do so. 

THE SCHOOL OF ELECTRICAL AND MECHANICAL ENGINEERING AND 
THE SCHOOL OF CIVIL ENGINEERING. 

The two departments designated, respectively, the school of elec- 
trical and mechanical engineering and the school of civil engineering, 
comprise, together with the Mackay school of mines, the college of 
engineering as at present organized. The committee has already 
expressed its opinion that the Mackay school of mines should be de- 
tached from the coUege of engineering and given coordinate adminis- 



OEGANIZATION AND NEEDS OP SEPARATE DIVISIONS. 125 

trative rank with it. The schools of civil and electrical and mechani- 
cal engineering would then constitute the college of engineering.* 

These two departments have been supported generously for a 
nmnber of years. They occupy two buildings, well designed and 
amply supplied with shops, laboratories, and recitation rooms. The 
electrical building was built in 1911-12. Since that time the enroll- 
ment in the mechanical and electrical engineering curricula has been 
increasing rapidly. There has not been a corresponding increase in 
the number of students in the civil engineering department. ^ 

An inspection of the attendance records shows a rather large num- 
ber of special students in the mechanical and electrical engineering 
courses who are taken into the university from practical lines of work, 
in order that they may be given a certain amount of technical assist- 
ance. In 1914-15 there were 25 such students. In 1915-16 the 
number was 24, more than one-third of the total number enrolled in 
the school of electrical and mechanical engineering. Most of these 
appear not to have been special students in the sense that they were 
exceptional. They were largely men who had not completed the 
high-school course required for regular admission, but who were 
attempting to get as much as possible from the college subjects for 
which they were prepared. The presence of this large group of 
students suggests to the committee the possibility of a real demand 
for a practical mechanic arts course not leading to a degree. Persons 
wishing to enroll for such a course might be required to furnish evi- 
dence of practical experience in lieu of the usual academic require- 
ments. Such courses are now conducted by several land-grant 
colleges. 

The equipment in the forge, foundry, machine, and wood shops is 
sufficient and is well adapted to the practical shopwork instruction 
usually required in engineering schools. The work is so arranged as 
to approximate actual working conditions. The wisdom with which 
the fundamental courses have been planned and the care exercised in 
their oversight deserve commendation. 

The committee doubts whether a small university with limited 
support should attempt to develop equally several different lines 
of technical instruction. The forms of technical training which can 
be utilized in the leading industries of the State should, of course, 
have first consideration. As has already been suggested, other 
technological curricula may to a certain extent be made contributory 
to these. Mining and agriculture are preeminent among the indus- 
tries of Nevada. The recommendation has already been made that 
graduate work in mining be undertaken when the resources of the 
university permit. The committee is not of the opinion that grad- 

* For comment on the use of the term "school" to designate such administrative divisions, see p. 89. 
•For tabular and graphical representations of the enrollments, see pp. 119, 120, and 121. 



126 SURVEY OF THE UNIVERSITY OF NEVADA. 

uate instruction in agriculture will be justified in the near future, 
nor does it believe that the college of engineering should develop 
graduate courses. On the other hand, the possible further develop- 
ment of such cooperative contacts between the college of engineering 
and the mining and agricultural interests of the State as are repre- 
sented by the work in engineering experimentation, mentioned in 
Chapter IV, appears to the committee to be worthy of study. 

In general, the committee was much impressed with the equipment 
and atmosphere of the coUege of engineering and with the excellence 
of its work. 

THE COLLEGE OF AGRICULTURE. 

It has been pointed out that agriculture is one of the two major 
industries in Nevada, and that upon its extended development more 
than upon any other factor now foreseen the growth and permanent 
welfare of the State depend. Modern agriculture is both an industry 
and a science. To fulfill its function as the one organized training 
agency in agriculture, the university must not only seek to increase 
scientific knowledge in this field and give advanced scientific training 
to those who can avail themselves of it, but it must by extension 
courses, demonstrations, and short courses reach the much greater 
number of farmers who through lack of time or preliminary education 
are unable to pursue the regular courses in the college of agriculture. 
In Chapter IV the committee has briefly outlined and commended 
the work of the university in agricultural experimentation and 
extension, and has offered general suggestions as to its further 
development. Certain facts relating to the residence work of the 
college of agriculture are now submitted, with comment thereon. 

The college of agriculture includes the school of agriculture and 
the school of home economics. The school of agriculture has had 
an astounding growth. In seven years its enrollment has increased 
from 1 to 64 students. The school of home economics enrolled 
seven in degree courses during the last academic year. It had 10 
special students. In the same year both schools organized short 
courses open to young men and women who could not undertake full 
college work. These courses are given for 10 weeks in the winter. 
Each course is arranged to cover two winter periods. In 1915-16, 
the year of their establishment, these courses enrolled only eight 
students. Without doubt, however, a gradual increase in attendance 
may be expected as soon as the young people of the State realize 
the existence of these opportunities and their value. The Bureau 
of Education has repeatedly urged the extension in all colleges of agri- 
culture of short courses practical in character, requiring little formal 
academic preparation, and given at a time when farmers are most 
likely to be free to attend. This service is an essential part of the 
function of an agricultural college. 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 127 

The development of curricula in the school of agriculture has 
followed closely the agricultural needs of the State. The school 
now offers three courses leading to the degree of B. S. in agriculture, 
one in horticulture, one in dairying, and one in agricultural engineer- 
ing. It plans, when its resources permit, to offer a fourth course 
in poultry husbandry, an industry fitted to local conditions. The 
school of home economics announced four groups of courses leading 
to the degree of B. S. in home economics, a household science group, 
a household arts group, an extension worker group, and a household 
administration group. This announcement appears, however, to 
represent rather the ultimate aim of the department than its current 
offerings. There was but one upper-class student in the last academic 
year, and there have been as yet no graduates from this school. 

This thriving and important department of the university is more 
than any other (except possibly education) handicapped for lack of 
teaching and experimental space and equipment. It is housed in a 
smaU building erected for the dairy department, and containing only 
a single lecture room, and in portions of the already crowded base- 
ments of two other buildings. Even that indispensable instrument 
of a college of agriculture, a farm of such size and character that the 
typical agricultural operations of the section which the coUege serves 
-can be carried on, has been secured only within the last two years, 
and then on tentative terms, largely through the generosity of private 
citizens. The committee recommends in passing that the legislature 
take the action needed to put the university in permanent possession 
of this property, which is essential to its work and of which it has 
already made such excellent use. 

The imperative and now foremost need of the college of agriculture 
is a building large enough to contain the present departments and 
their equipment and to allow for a reasonable growth in students and 
in teaching materials. The committee is prepared to endorse the 
specific requests made by the dean of agriculture to the honorary 
board of visitors. He points out the immediate present need of a 
farm crops laboratory, a soils laboratory,^ a farm machinery labor- 
atory, an agricultural lecture room, and laboratories and lecture room 
for home economics. The committee recommends that an appropri- 
ation be made for the erection of a building (including this equip- 
ment) which shall be devoted primarily to the purposes of agriculture. 

THE NEVADA STATE NORMAL SCHOOL AND THE DEPARTMENT OF 

EDUCATION. 

The work of training teachers for elementary schools is performed 
by the Nevada State Normal School, which is imder legal enactment 
estabhshed at the university and administered as one of its organic 

» In view of the large number of samples of soil submitted to the imiversity for analyses, it may also be 
necessary to employ another instructor in this department. 



128 SURVEY OF THE UNIVERSITY OF NEVADA. 

divisions. The committee was sm'prised to find that the Nevada 
State Normal School is now wholly merged in the college of arts and 
sciences. The routine administration of the school is handled by the 
dean of arts and sciences. Students entering it are registered as 
freshmen and included in the lists of freshmen in arts and sciences. 
In fact, there is no way of telling from the university's published 
records how many students are registered in the normal school, or 
even how many persons are expected to present themselves for 
teachers' certificates in any given year. The dean in education 
keeps a record of all persons taking courses in education, both the 
candidates for normal school diplomas and the candidates for the 
bachelor's degree in education. He also advises these students with 
regard to their programs. In respect to attendance and discipline 
the matriculants of the normal school and those specializing in the 
department of education are under the control of the dean of arts 
and sciences and the dean of women. The Nevada State Normal 
School has been for something over two years merely a paper 
institution. 

Whether or not this is a wise policy may appear from the following 
facts. There were 576 elementary and high-school teachers in Ne- 
vada in 1914-15, of whom 476 were in the elementary schools. Short 
tenures are common for both classes. No comprehensive statistics 
appear to be available, yet the estimate of both the State department 
of education and the State high-school inspector is that about one- 
half were just beginning their teaching experience in the State. The 
extent of the annual importation of teachers is indicated in the 
summary below. 

Certificates issued by the State superintendent of public instruction 
upon credentials from outside Nevada were as foUows: 

Elemen- High 
tary. school. 

1914-15 87 46 

1915-16 98 50 

During 1915-16 there were 101 temporary and special certificates 
issued. 

The university graduated 15 persons with the normal-school 
diploma for elementary grades, and 14 persons with the diploma 
for high-school grades in 1915.^ From 1889 to 1915 the number 
of graduates of baccalaureate or normal-school courses following 
the teaching profession was 108. Of these, 60 held normal-school 
diplomas and 30 the degree of A. B. in education; 18 had no 
professional training.^ The dean in education estimates, however, 

» A report from the State superintendent of public instruction, however, shows that certificates wore 
Issued in 1915-16 on credentials of the University of Nevada as follows: High-school grade, 15; first 
grade, 11; second grade, 12. 

« Of the 108, 94 have taught, or are teaching, in Nevada. 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 129 

on the basis of the present enrolhnent that the normal courses and 
the degree courses at the university may be counted on to supply 
about 45 teachers annually. About one-third of these will have 
taken the one-year course for a second-grade certificate; another 
third will have completed the two-year normal-school course. About 
15 will be degree holders in education, qualified for high-school 
positions. In addition to these 45, the county normal schools, if 
continued as at present, will probably furnish another 15.^ If this 
estimate is correct (and as far as the university is concerned it 
exceeds somewhat the actual output of preceding years), Nevada's 
teacher- training agencies will supply 60 out of a total of upward of 
200 new teachers needed every year. At present only 13.3 per cent of 
the high-school teachers and less than 50 per cent of the elementary 
teachers ^ were trained at the university. 

The committee regards the conditions revealed by these figures as 
singularly unfortunate. Nevada, like other far Western States, has 
proved alluring to vigorous, adventurous spirits in aU occupations. 
The State has no doubt benefited in certain directions by the presence 
of teachers from the East and from other sections; but the conditions 
of rural living in Nevada are so unlike those of most other States, the 
problems to be faced by rural school-teachers are so peculiar, that the 
newcomer is much less effective in meeting them than the native 
son or daughter. The development of really vital schools in Nevada, 
especially in rural communities, will depend in large measure on the 
leadership furnished by the young people of the State. For this 
reason it is imperative that the State should take immediate steps 
to supply from its own training agencies the greater part of the 
teachers that it needs. 

The committee believes that the State can best train its elementary 
teachers in an institution organized primarily for the purpose, 
polarized with reference to the problems of elementary teaching in 
the State, with courses of study planned specifically to meet the local 
exigencies; an institution which the public can see and in which 
students can take pride as a separate entity. The committee there- 
fore recommends that the Nevada State Normal School be recon- 
stituted and given a measure of administrative independence. 

The task of training high-school teachers presents an equal obli- 
gation. Indeed, high-school teachers have been grouped with the 
elementary teachers in the foregoing discussion of State conditions. 
Prospective high-school teachers will naturally take most of their 
work in the coUege of arts and sciences. While it is not disposed to 

1 It should be noted, however, that in 1915-16 the superintendent of public instruction issued 38 second- 
grade certificates on credentials from county normal schools. 

2 Percentage estimated by thp State high-school inspector. 

98578—17 9 



130 SURVEY OF THE UNIVERSITY OF NEVADA. 

recommend for the immediate future the transformation of the 
Nevada State Normal School into a college of education, the com- 
mittee beheves that the strictly professional work of prospective 
high-school teachers might, after the separate establishment of the 
normal school (as now) be under the direction of the dean of that 
school. 

The county normal schools recently established can hardly be 
regarded as anything more than makeshift institutions. At best the 
work offered in them must be inferior to that given in a thoroughly 
organized normal school, particularly one connected with a State 
university. The committee is credibly informed also that the expense 
of maintaining them is relatively great. It undoubtedly would be 
just as economical for the State to pay the traveling expenses to Reno 
of those now in attendance at them. Even if no money were saved, 
the superiority of the training which such students would receive 
at the Nevada State Normal School would be worth enough more 
to justify this procedure. The committee recommends that the 
legislature consider the advisability of abolishing county normal 
schools and of paying railroad fares to within 100 miles of the Nevada 
State Normal School of aU quahfied candidates who live more than 
100 miles distant from Reno. 

In general terms the committee's conception of the reconstituted 
State normal school might be summarized as follows : The institution 
should have a separate staff and a separate budget. The divorce 
of its budget from the general budget of the university would serve 
to call particular attention to its needs and its services. It should 
have adequate facilities for practice teaching. The committee is 
not prepared to indorse unreservedly any one of the plans for practice 
teaching presented for its consideration. It is disposed to favor 
control by the State normal school of a sufficient number of con- 
veniently located rural schools to insure practice teaching under 
rural conditions. If economical and satisfactory arrangements can 
not be made with city school authorities for practice teaching of ele- 
mentary and high-school grade in Reno, the committee believes that 
the establishment of a model school in connection with the university 
in which both elementary and high-school work are given would be 
justifiable. Tiie normal school should have a special department of 
rural education. Together with the department of education in the 
university, it should have a building devoted primarily to its use. 

The committee has not been asked to consider the question of the 
certification of teachers. In fact, this question lies in the province 
of the survey commission, to which this committee makes its report. 
It ventures to point out, however, that the requirements for holding 
teaching positions imposed by the State finally determine the quality 
of the State teaching body. In this connection it calls attention to 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 131 

the substance of certain recommendations made by the Bureau of 
Education in a recent survey of educational institutions of the State 
of Washington: 

1. The State should require certain definite academic and professional attainments 
of all teachers. 

2. The ultimate standard of attainment for all persons teaching in the State should 
be graduation from an accredited high school and at least two years of professional 
preparation. 

3. The process of elimination should be gradual, to permit teachers in service to 
meet the new requirements without undue hardship. 

4. The normal school should offer differentiated courses of study representing two 
and three years of work above high-school graduation. 

5. After the expiration of a reasonable time limit, the lowest grade of certificate 
to be issued by the normal school should represent two years of study above high- 
school graduation. The normal school diploma should be given only to those who 
have finished satisfactorily a full course of three years. 

6. A permanent license to teach in the public schools of the State should be granted 
only to persons who have pursued for a period of from two to five years cultural and 
professional courses of study prepared by State educational officials, and have passed, 
satisfactory examinations on these courses. 

THE SUMMER SESSION. 

During the progress of the investigation it was suggested to the 
committee that the summer session possibly represented an unwise 
expense. In view of the economical plans upon which university 
summer sessions are usually operated, it did not seem possible that 
such a charge could have foundation. The university plant which 
would otherwise be idle, and the university and normal instructors 
who have free time are taken advantage of. University summer 
schools furnish instructional opportunities of a high order to teachers 
and certain others who are imable to attend during the regular ses- 
sion. They also enable regular students to make up deficiencies and 
so to continue their college work without undue loss of time. 

Inasmuch as the expense of the summer session of 1916 does not 
come within the fiscal year 1915-16, which is dealt with earlier in 
this report, the facts are given here. 

The enrollment of the summer school of 1916 comprised 14 men 
and 109 women, or a total of 123. Estimating each class as meeting 
on the average five hours a week, the total number of student clock 
hours for the summer session amounted to 10,950. The pay roU of 
the summer session, plus the compensation of the director ($600), 
was $2,503.33, representing a cost of 22.86 cents per clock hour. 
This does not include an overhead charge which for cost accounting 
purposes should be added. The average overhead per clock hour 
for the regular term was 17.79 cents. If this were added, the cost 
per clock hour of instruction would be 40.65 cents, which is still a 
reasonable clock hour figure as compared with the cost of the regular 



132 



SURVEY OF THE UNIVERSITY OF NEVADA. 



work. Equipment cost, as distinguished from overhead, is practi- 
cally negligible in the summer session. The decreased cost in super- 
vision and in heating would probably offset such expense. 

The committee believes there is a real need of a summer session. 
The work should be developed along the present lines to include 
especially the instruction which will be most inspiring and useful 
;to the teachers of Nevada. 

The following tables give the classes with the enrollment in each, 
and the summer session pay roll, to which has been added the pro- 
portion of the salary of the dean in education which the committee 
^as told was chargeable to this service. 

Table 29. — Classes in summer school, 1916. 



Classes. 



Physical education 

Spanish 2 

Spanish 1 

History of education 

Schoolsuporvision 

Manual arts 

Art 5 

Art 1 

Nature study 

Botany 

Physiology and hygiene 

English literature 

Primary reading 

Gramrriar 

American history 

Geography ' 

Arithmetic 

Advanced algebra 

Physics 

Plane geometry 

Solid geometry 

Manual training 

Penmanship 

Bookkeeping 

Psychology 

Principles of education 

School management 

Expression 

Modern English literature 

Composition and rhetoric 

Music 

Modem history 

Civics 

Ancient and medieval history. 



'otal. 



Enrollment, excluding duplicates. 



Men. 



Women. I Total. 



20 


20 


2 


3 


21 ' 


23 


7 1 


7 


^ 


S 


7 


7 


3 


3 


20 1 


20 



331 



109 



123 



Table 30, — Summer school pmj roll, 1916. 



Lecturer $100 

Physical education 100 

French-Spanish 125 

Art 100 

Botany 125 

English 200 

Manzanita Hall 125 

History 200 

Mathematics 150 

Manual training 60 



Commercial $60 

Psychology 150 

EngUsh 133 

Music 100 

History 150 

Physical education (piano) 25 



Total 1,903 

Director and education 600 



Grand total 2, 503 



ORGANIZATION AND NEEDS OF SEPARATE DIVISIONS. 133 

SUMMARY OF RECOMMENDATIONS. 

1. Increase of staff and equipment of the Mackay school of mines, 
especially the provision of an expert in small mining properties. 

2. The gradual development, as resources permit, of graduate 
work by the Mackay school of mines. 

3. Alternative proposals for increasing the influence and service 
of the Mackay school of mines, as follows: 

(a) The elevation of the school of mines to coordinate rank with 
other administrative divisions of the university. 

(b) The assignment to the school of mines of a dominant position 
in the college of engineering, other engineering departments being 
made contributory to it. 

4. The erection of a building for the college of agriculture adequate 
to its present needs and large enough to allow for a reasonable growth 
in students and teaching materials. 

5. The reconstitution of the Nevada State Normal School on an 
administrative basis coordinate with that of other organic divisions 
of the university. 

6. The consideration by the legislature of the advisability of 
aboHshing county normal schools and of paying railroad fares, to 
within 100 miles of the Nevada State Normal School, of all quali- 
fied candidates who Mve more than 100 miles distant from Reno. 

7. The provision of a building for the Nevada State Norma) 
School. 



Chapter XI. 

CONCLUSION AND GENERAL SUMMARY OF RECOM 

MENDATIONS, 



By way of conclusion the committee sums up its findings as follows: 
It has found the university involved to some extent in politics, mis- 
imderstood by a portion of the people, suffering from the lack of a 
sentiment of unity both among the students and the members of the 
faculty. In comparison with higher educational institutions in other 
States and in comparison to the State's wealth, it is only fairly well 
supported. Its officers have evidently been eager for large numbers. 
As a result it is educating many outsiders and many special students. 
It grants the latter too great concessions, while enforcing orthodox 
requirements on regular students. It is weU organized on the 
administrative side. For the most part it confines itself to work 
demanded by the social and industrial conditions of the State. It is 
already entering the broader field of general public service. Its 
faculty is of uneven scholarly preparation, but includes some teachers 
of training and distinction. It pays salaries for the most part not 
high enough to enable it to compete for instructors with other State 
imiversities, and it overloads with teaching hours a considerable 
proportion of its staff. Nevertheless, on accoimt of its small numbers, 
it exhibits higher unit costs and higher costs per student than most 
other State institutions which the Bureau of Education has studied. 
It is in the act of installing an admirable system of accounts. Already 
it has a complete and well-kept system of educational records. It 
is badly handicapped for lack of buildings and equipment, especially 
for its work in agriculture, in education, and arts and sciences. 

In spite of these hindrances it displays an impressive vitality. 
The committee judges that it is actually close to the hearts of the 
people and an object of pride with them. Their very proneness to 
chasten it evidences their affection. It supplies the needs of a body 
of young people who are the product of an environment peculiarly 
adapted to develop a strong and virile race. It possesses, indeed, in 
the vigor and enthusiasm of its students an asset which few institu- 
tions have. It is energized, moreover, by the electric current that is 
in the air of a young, growing, rich, and confident community. It 
has prospects for high service and sound reputation unsurpassed by 
those of any of the smaller State institutions. 

134 



CONCLUSION AND SUMMARY OF RECOMMENDATIONS. 136 

The committee believes that its most urgent needs are : (1) That it 
clear itself through a change of the system of control from entangling 
political alliances; (2) that it interpret itself to the people and thereby 
regain their confidence; (3) that it secure support to enable it to 
pay higher salaries and to build; (4) that it reduce the number of 
special students and of nonresidents; and (5) that the various groups 
of its constituents come together in a common loyalty. 

If the committee were to formulate its ideal for a university in a 
State of the character of Nevada, it would be in terms somewhat as 
follows : In view of a small population and insistent local needs, the 
institution would devote itself solely to the education and service of 
the citizens of its own State. It would consist of but few colleges 
and departments. Exclusive of a college of arts and sciences designed 
to give facilities for liberal culture and pure scholarship to those who 
can take advantage of them (and the number should increase as fast 
as possible), it would offer technical and professional courses only in 
lines contributory to the major vocations of the State. It would 
recognize a special obligation to provide enough trained teachers to 
insure to the State an evenly served and effective public school system. 
With respect to the number of students in residence, it would be a 
small institution. It would, indeed, regard its small size as a peculiar 
privilege, enabling it to give to those who frequent it a more intimate 
oversight, a more intensive training than are commonly afforded in 
very large institutions. It would seek a national reputation for the 
highest excellence in those few departments which the special needs 
of its constituency have called into being. It would press for means 
to secure men and equipment to win such a reputation. It would 
convince the State of the essential soundness of this program, of the 
bigness of the opportunity thus presented. It would reinforce its 
appeal by making itself the State's center of inquiry and distribution 
for all forms of knowledge bearing on the health, the material interests, 
the intellectual and social welfare of the citizens. 

The foundations for such an institution in Nevada are already laid. 
Compared with those of many other States, the problems involved 
in the development of higher education here are singularly simple of 
solution. This ideal, if it should commend itself to the people of the 
State, the University of Nevada can easily and presently attain. 

GENERAL SUMMARY OF RECOMMENDATIONS. 

1. The change of the system governing the selection of the board of 
regents and the creation of a board of seven members, to be appointed 
by the governor and confirmed by the senate, for terms of eight 
years. 

2. In case the system is changed as indicated, the aboHtion of the 
prescription requiring the person appointed as president of the Uni- 



136 SURVEY OF THE UNIVERSITY OF NEVADA. 

versity of Nevada to be indorsed by the president and faculty of the 
three collegiate institutions. 

3. The rejection of proposals to separate the college of agriculture 
(and possibly other departments) from the university and to main- 
tain it at another place. 

4. The inadvisability of attempting to increase largely the uni- 
versity enrollment. 

5. Restriction of the scope of the imi versity for the present to the 
liberal and technical divisions already established. 

6. The careful scrutiny of the qualifications of candidates for ad- 
mission to special standing. 

7. The large reduction of the number of special students. 

8. The raising of the minimum standard for continuance on the 
rolls of the university. 

9. The requirement of previous collegiate teaching experience or 
advanced graduate work as a condition to appointment on the uni- 
versity staff. 

10. The requirement of an advanced degree, scholarly publication, 
or exceptionally successful teaching as a condition to promotion. 

11. The serious consideration by the administrative officers of the 
arge number of small classes. 

12. An increase in salaries and the establishment of $3,000 as the 
maximum salary of full professors. 

13. Increase of staff and equipment of the Mackay school of mines, 
especially the provision of an expert in small mining properties. 

14. The gradual development, as resources permit, of graduate work 
by the Mackay school of mines. 

15. Alternative proposals for increasing the influence and service 
of the Mackay school of mines, as follows: 

(a) The elevation of the school of mines to coordinate rank with 
other administrative divisions of the university. 

(b) The assignment to the school of mines of a dominant position 
in the college of engineering, other engineering departments being 
made contributory to it. 

16. The erection of a building for the college of agriculture ade- 
quate to its present needs and large enough to allow for a reasonable 
growth in students and teaching materials. 

17. The reconstitution of the Nevada State Normal School on an 
administrative basis coordinate with that of other organic divisions 
of the university. 

18. The consideration by the legislature of the advisabiUty of 
abolishing county normal schools and of paying railroad fares to 
within 100 miles of the Nevada State Normal School of all quaUfied 
candidates who live more than 100 miles distant from Reno. 

19. The provision of a building for the Nevada State Normal 
School. 



APPENDIX. 



A. QUESTIONS ASKED THE BOARD OF REGENTS BY THE COMMITTEE 

AT THE CONFERENCE OF SEPTEMBER 29. 

1. What has been the practice and what is the opinion of the board with reference 
to the proper division of power and initiative between the board on one side and the 
faculty and president on the other — 

(a) On educational matters? 
(&) On financial matters? 

2. WTiat is the policy of the regents with reference to the furnishing of information 
to the public from records by ofiicers of the university? 

Query: Why did you reply as you did to the request of Mr. Kilborn? 

3. Do the regents desire that the standards of the University of Nevada shall be 
equal to those of other first-class State universities? 

4. Have the provisions of the law with reference to the appointment of the presi- 
dent been complied with? 

5. What is the policy of the regents with reference to the participation of officers 
of the university in public questions, such as the cafe, gambling, or divorce question? 

B. INQUIRY BY THE NEVADA STATE JOURNAL CONCERNING UNI- 

VERSITY FINANCES AND THE BOARD'S REJOINDER. 

(See Chapter II.) 

Reno, Nev., February 26, 1916. 
The Board of Regents, 

University of Nevada. 

Gentlemen: The Journal is desirous of obtaining information on a number oi 
matters affecting the University of Nevada and respectfully requests the Board of 
Regents to supply data on the following subjects: 

Annual salaries of former President Stubbs and- President A. W. Hendrick. 

The expense of the university banquet for the last legislature. 

The expense account of President Hendrick for entertaining during 1914-15. 

The amount paid for rental for president's residence in 1914-15. 

The cost of reconstruction, repairs, and refurnishing the president's home on the 
campus. 

Initial cost and upkeep of Ford and Dodge automobiles in 1915. 

Month by month, what salary did Prof. Ordahl receive after June, 1914, and when 
did his salary cease? Please give each month's payment for salary separate. 

The salary list for the university for June, 1914, and for some recent month, prefer- 
ably toward the close of 1915, or for January, 1916. 

The list of professors and teachers and the amount of their individual salaries in 
1914; also for 1915 and at the beginning of 1916. 

How much money does the university receive from the Federal Government 
annually? Do the receipts and expenditures appear in the report of the general 
receipts and expenditures of the university, or are they kept in a separate account? 

Please name the professors and the teachers who are paid from other than State 
funds and the amount of their salaries. 

137 



138 SURVEY OF THE UNIVERSITY OF NEVADA. 

What were the total expenses of university administration in 1914? 

What were the total expenses of university administration in 1915? 

What was the student enrollment at the beginning of February, 1914? Of Febru- 
ary, 1915? Of February, 1916? 

Please give us the total traveling expenses — railroad transportation, Pullman car, 
dining car, hotel bills, automobile service, and other traveling expenses of President 
Hendrick, of Dr. James, and of all others connected with the university whose travel- 
ing expenses have been paid or are to be paid out of the funds of the university — State, 
Federal, or special funds — since President Hendrick became president. 

Please give us the number of days President Hendrick has been absent from the 
University of Nevada since he became president of it, together with the cost of his 
absence. Is the nature of the business sufficiently important to justify the expense 
attached to the trips frequently made outside of the State? 

Please give us the number of days Dr. James has been absent since he became a 
member of the university faculty. Is the nature of the business sufficiently important 
to justify the expense attached to the trips frequently made outside of the State? 

Please give us the total salary paid to Vice President Lewers and to Dr. James. 

Are all the expenses of the university accounts itemized? If so, from whom can 
they be obtained? 

By giving the above information you, as regents of the university, will greatly 
oblige us. 

Yours truly, 

Nevada State Journal, 

George B. Kilhorn. 



University of Nevada, Office of Board of Regents, 

Reno, Nev.y April 12, 1916. 
Nevada State Journal, 

RenOf Nev, 

Gentlemen: As you are probably aware, there has been no meeting of the Board 
of Regents since the date of your esteemed favor of February 25, 1916, so that the 
same could not be considered until the meeting held upon this date. 

Your letter has been given careful consideration by the board, and it is the opinion 
of the board that no particular purpose could be served by answering the same in 
detail, in so far as it refers to financial matters. 

Every cent expended by this board must be accounted for by a voucher from the' 
claimant, then passed by us, and finally approved by the State board of examiners, 
after which the same is filed in the office of the State comptroller, where it is subject 
to the scrutiny and criticism of any citizen. As you have at your disposal the resources 
of a daily newspaper, you can without doubt secure all of the information you desire 
at the place herein indicated and without any particular expense or inconvenience 
to you. 

Relative to your inquiry as to the number of days that the president of the university 
or other heads of departments have been absent from the campus, we must say that we 
do not feel impelled to answer the same categorically. We will say, however, that 
all such absences have been with the knowledge and approval of this board, and that 
such absences have been upon business of the university, in its interests and in the 
furtherance of its work. 

It must not be forgotten that all of the work of the university can not be transacted 
upon the campus; but that many of its most important interests must receive attention 
at various places within the State, at Washington, and other points outside of the State. 
It has never been contemplated that the activities of the president of a college should 
be entirely confined to the daily detail and routine work of the campus. There are 



APPENDIX. 139 

separate heads of departments, professors, and instructors who give their entire time 
and attention to such matters. Again, it is not always wise to give publicity to 
formative plans of administration. But it is most certainly true that at the proper 
time and before the State is committed to any policy a record of the same must be 
made, which is always available to public inspection. 

We believe that the history of the university in the past fully justifies that course 
of action, and we feel as confident for the future. 

As a matter of principle, we do not believe that we should answer your inquiries 
other than as we have here so done. The law provides the manner and the kind of 
reports this board must make; when and to whom. These reports have always been 
made and they will be made hereafter. Were we to attempt to answer ofiicially all 
such inquiries as yours which might be addressed to us by any taxpayer and citizen, 
no matter how praiseworthy the motive might be which inspired them, we would be 
assuming a burden never intended. 

Our office imposes upon us certain grave responsibilities. We take it that our 
election to it vested in us certain confidences of the people of this State. In the 
exercise of our official duties we have always been conscious and mindful of the 
responsibility. We trust that in the last analysis the confidence will not be found 
to have been misplaced. 

Very respectfully yours, 

Charles B. Henderson, 
Chairman Board of Regents. 

By order of Board of Regents. 

REPLIES TO QUESTIONS RAISED BY NEVADA STATE JOURNAL. 
Prepared by order of board of regents but not sent. 

1. President Stubbs received $5,900 per year. 
President Hendrick receives $6,000 per year. 

2. University banquet to the legislature given at the university dining hall cost 

$235.30. 

3. President Hendrick has done no entertaining at university expense. 

4. The rental on the president's residence was $87.50 per month from September, 

1914, to and including August, 1915. 

5. Reconstruction and repairs and refurnishing president's residence was as follows: 

Plumbing $303. 35 

Furniture and fixtures 1, 930. 46 

Plastering 195. 00 

Wiring 167.26 

Painting and papering 352. 50 

General repairs 554. 35 

Total 3,502.92 

6. Initial cost of Ford and Dodge automobiles and upkeep to Apr. 1, 1916, as follows: 

Ford, purchased Apr. 6, 1915, original cost $582. 50 

Gas, oil, etc., to Oct. 3, 1915 77.65 

$660. 15 

Rebate from Ford Company 50. 00 

Sold Oct. 3, 1915, sale price 461.00 

511.00 

Net cost 149.15 

Dodge, Oct 3, 1915, cost 750.00 

Gas, oil, etc., to Apr. 1, 1916 106.37 

856.37 



140 



SURVEY OF THE UNIVERSITY OF NEVADA. 



7. Dr. George Ordahl received $200 per month from July, 1914, to October, 1914, 

inclusive, and $100 per month for November and December, 1914, 

Dr. Ordahl was granted leave of absence on half time from October, 1914. 
He was paid $700 on the January pay roll as the amount due him on his con- 
tract to July 21, 1914, at $100 per month. When Dr. Ordahl received this money 
he advised that under his agreement with the university he was to have pay 
until September 1, and, upon investigation, this being found to be correct, 
the remaining $100 was paid him. Dr. Ordahl, for the year in question, re- 
ceived $1,400. His regular salary was $2,400 per year. 

8. Salary List of the university for June, 1914, July, 1914, June, 1915, and Febru- 

ary, 1916, inclosed herewith. The July, 1914, pay roll is inclosed to show the 
salary increase over the June, 1914, pay roll before the appointment of A. W. 
Hendrick as president. 

9. The salary lists inclosed herewith give this information. 

10(a). The university receives from the Federal Government the following sums 
annually: 

Agricultural and mechanical fund $50, 000 

Hatch fund 15,000 

Adams fund 15, 000 

Smith-Lever fund 10, 000 

Additional sum apportionate to population, which for the» 

year ending June 30, 1916, was 834 

Total 90, 834 

10(b). All Federal funds are accounted for separately, as each fund has its special 

rules and regulations as to purposes for which expenditures may be made. 

They are also included in the general expenditure of the university. 
ll.^;Administration expense, 1914 and 1915: 



i Year 1914. 



Year 1915. 



J. E. Stubbs, president. 

A. W. Hendrick 

Vice president 

Secretary, regents 

Registrar 

Business office 

Stenographers 



$3,708.32 
1,873.30 
1,150.00 

300.00 
1, 200. 00 
2,482.50 
1,307.60 

300.00 



12,225.72 



$6,000.00 
600.00 
300.00 
1,200.00 
2, 844. 30 
1,953.33 
1,350.00 



14,247.63 



Enrollment for the year 1913-14 . 
Enrollment for the year 1914-15. 
Enrollment for the year 1915-16. 



Students. 
307 



441 



Traveling expenses — Engineering experiment station. 





Railroad. 


Pullman. 


Hotel. 


J G rScrugham 


$44.20 
11.60 
37.60 
16.75 
14.45 


$68. 25 


$198. 45 


C P Campbell 


52.24 


H. P. Boardman 


i.eo 

.90 


50.00 


R A Allen 


10.20 


R H Sheehy 


.75 








Total ($506.99) 


124.60 


70.75 ' 


311. 64 







APPENDIX. 

Traveling expenses — Food and drug control. 



141 





Railroad. 


Pullman. 


Hotel, etc. 




$85. 10 
35.10 


$21. 40 


$115. 65 


H P Bulmer 


a3. 10 








Total '. 


120. 20 


21.40 


198. 75 







General traveling expenses. 



Railroad. 



Pullman. 



Meals and 
hotel. 



F. Lincoln 

M. Adams 

P. Frandsen 

P. A. I ehenbauer . . . 
Laura De I aguna. . 
Kate Bardenwerper. 
Charles Haseman. . . 

Geo. F. James 

Elsie Sameth 

J. G. Scrugham 

R. C. Thompson 

L. F. Brown 



$1.50 
2.95 
27.40 
15.70 
13.50 
13.50 
13.40 
99.32 



13. 40 

72.60 

1.00 



$3.60 



4.00 

1.50 

L50 

1.50 

2.50 

17.75 

12.80 

20.80 

6.30 



$34. 20 

"'25.' 75 
8.80 
.41 



140. 94 

1.40 

27.05 

67.95 

2.40 



Traveling expenses, President Hendrich, on file April 28, 1916. 

Local (State and California): 

1914. Transportation $131. 60 

(Meals 67. 15 

1915 and 1916-^ Hotel 61. 40 

iTelegraph and telephone 5. 88 

. $266. 03 

Eastern, Nov. 1-17, 1914: 

Transportation 123. 70 

Hotel 83. 78 

Meals 78. 65 

Telegraph and telephone 35. 39 

Stenographer 18. 00 

339. 52 

Eastern, June 7- July 11, 1915: 

Transportation 177. 59 

Meals 128. 35 

Hotel 113. 36 

Telegraph and telephone 45. 08 

Stenographer 22. 35 

Incidental 2. 90 

• 489. 63 

Eastern, Feb. 23-Mar. 30, 1916: 

Transportation 156. 66 

Meals 90. 60 

Hotel 86.38 

Telephone and telegraph 25. 79 

— ■ 359. 43 

Total 1,454.61 

All trips: 

Total transportation $589. 55 

Meals 364. 75 

Hotel 344. 92 

Telegraph and telephone 112. 14 

Stenographer and incidental 43. 25 

Total 1,454.61 

The total salary of Vice President Lewers is $3,000 per annum. 
The total salary of Dean G. F. James is $3,000 per annum and $600 for summer 
school. 
The expenses of the university accounts are itemized. 



142 



SURVEY OF THE UNIVERSITY OF NEVADA. 



C. COMPARAXIVE TABLES. 

(See Chapter III.) 

(a) Percentage of change in ^population, school population, and secondary enrollment in 
certain States from 1895 to 1914. 

[Figiires in italics indicate percentage of loss; other figures, percentage of gain.] 





Iowa. 


Georgia. 


North Carolina. 


Tennessee. 


Illinois. 


Years. 


g 
1 


H 


ll 


1 

1 


1S 


ii 
p 


§ 
1 


i 
f 


1 

02 


g 

1 




|2 




1^ 


II 

|2 


1895-1900 

1900-1905 

1905-1910 

1910-1914 


8.1 
7.2 
7.0 
.1 


6.4 
2.8 
7.0 
7.9 


34.7 
11.1 
17.0 
12.3 


13.4 
8.6 
8.5 
6.4 


13.4 

ll 
6.8 


7.8 

9.3 

35.2 

29.3 


10.2 
7.3 
8.6 
6.0 


10.2 
1.0 
2.1 

10.4 


12.0 

5.6 

54.6 

35.7 


8.8 
6.3 
1.8 
3.2 


10.7 

.7 
1.5 

2.9 


8.5 
15.6 
51.6 
22.1 


9.9 
10.3 
6.0 
6.2 


9.9 

6.8 
3.2 
4.5 


31.2 
19.8 
32.7 
17.6 





Minnesota. 


Michigan. 


Washington. 


California. 


Utah. 




1 o 


ll 

8S 




i 


ll 




D 


a 




6 


a 




j!, 


Pi 


Years. 




-g 


§ 

•43 


ft 

&g 




h 

n'^ 


T3 H 


1 


h 


11 


1 


ftd 

o 

-3+3 


ii 




o 


"g 


S3 
O 


r 


is 


1 


1^ 


11 


1 


o 


11 


1 


o '^ 


i2 






m 


CQ 




CQ 


CO 




CQ 


CQ 




02 


CQ 




m 


CQ 


1895-1900 


7.7 


7.7 


33.9 


6.4 


7.4 


27.3 


9.1 


0.8 


65.1 


6.8 


6.9 


32.4 


4.5 


4.5 


33.3 


1900-1905 


12.6 


14.3 


41.3 


7.3 


4.5 


16.1 


15.5 


39.3 


97.4 


9.2 


5.1 


65.8 


11.9 


12.4 


32.4 


1905-1910 


5.3 


5.S 


45.0 


9.9 


9.7 


20.1 


90.8 


70.5 


111.7 


46.7 


45.9 


46.0 


20.5 


20.6 


39.9 


1910-1914 


6.7 


1.8 


32.2 


5.9 


S.5 


25.5 


23.3 


19.6 


36.0 


16.0 


.73 


47.4 


11. Oi 1.1 

1 


34.7 




Massachusetts. 


New York. 


Ohio. 


Connecticut. 


Pennsylvania. 






3 


a 




i 


rt 




D 


It 




a 


a 




3 


a 


Years. 


1 


ftd 


U 


§ 


ft 

ad 


b? 


§ 


Id 


a 
o 


tn 


-1 


g 


Sd 


bg 




















^h 






^B 






^B 








T) B 


c8 


•^^'-c 


-o s 




■^'■13 


03 




^ 








^"=3 






s^ 






R^ 






ota 


azi 




o "^ 


fl s 




£ 


•g 


ys 


& 


.£3 


^2 


1 


.fi-^ 


^2 


g^ 




s" 


1 




8 2 




Ph 


CO 


CQ 


H. 


CQ 


m 


Ph 


OQ 


CQ 


Ph 


CQ 


CQ 


Ph 


CQ 


02 


1895-1900 


13.4 


13.4 


26.7 


13.7 


13.8 


62.4 


9.8 


9.8 


33.5 


13.3 


13.6 


26.2 


8.2 


8.2 


33.4 


1900-1905 


10.2 


7.0 


24.9 


8.7 


5.8 


21.7 


5.x 


l.S 


16.9 


8.9 


6.1 


14.7 


8.3 


3.0 


28.2 


1905-1910 


9.0 


6.0 


18.3 


15.3 


9.4 


30.4 


8.3 


7.6 


6.6 


12.7 


12.5 


31.8 


11. C 


4.5 


31.2 


1910-1914 


7.1 


10.6 


24.1 


8.6 


8.9 


24.2 


5.5 


10.5 


16.] 


7.9 


8.1 


38.4 


7.6 


8.6 


33.8 



APPENDIX. 



143 



TABLES BEARING ON SUPPORT OF PUBLIC EDUCATION. 



(6) Value of property, by States, for each 
child 5 to 18 years of age (1913) . 

1. Nevada $28,400 

2. California 15,500 

3. Iowa 12,700 

4. Montana 12,300 

5. Colorado 11,100 

6. Oregon 11, 100 

7. North Dakota 10,900 

8. Nebraska 10,700 

9. Washington 10,400 

10. Wyoming 10,200 

11. Illinois 10,000 

12. New York 9, 900 

13. Vermont 9,500 

14. Kansas 9,400 

15. Minnesota 8,900 

16. Arizona 8,600 

17. New Jersey 8,100 

18. Connecticut 7,900 

19. South Dakota 7, 500 

20. Massachusetts 7,300 

'21. Ohio 7,300 

22. Oklahoma 7,300 

23. Indiana 7,200 

24. Michigan 7, 100 

25. Pennsylvania 6,900 

26. Rhode Island 6,600 

27. Wisconsin 6,400 

28. New Hampshire 6,300 

29. Missouri 6,300 

30. Utah 6,300 

31. Idaho 5,900 

32. Maine 5,900 

33. West Virginia 5,800 

34. Delaware 5,700 

35. Maryland 5,700 

36. Texas 5,000 

37. New Mexico 4, 700 

38. Florida 4,300 

39. Louisiana 3,800 

40. Arkansas 3,400 

41. Virginia 3, 400 

42. Kentucky 3,100 

43. Alabama 2,900 

44. Tennessee 2,700 

45. Georgia 2,600 

46. South CaroUna 2,500 

47. North Carolina 2,200 

48. Mississippi 2,100 



(c) Number of men 21 years of age and over, 
by States, for each 100 children 5 to 18 
years of age {1910). 

1. Nevada 180 

2. Wyoming 179 

3. California 169 

4. Montana 165 

5. Washington 151 

6. Oregon 148 

7. Arizona 129 

8. Colorado 125 

9. New Hampshire 123 

10. Maine 120 

11. Vermont 119 

12. New York 117 

13. Massachusetts 116 

14. Connecticut 115 

15. Idaho 113 

16. Ohio 113 

17. Rhode Island Ill 

18. New Jersey 110 

19. Michigan 109 

20. Illinois 108 

21. Delaware 107 

22. Indiana 106 

23. Pennsylvania 105 

24. Minnesota 99 

25. Iowa 98 

26. Kansas 98 

27. Missouri 98 

28. South Dakota 96 

29. Nebraska 95 

30. Maryland 94 

31. North Dakota 93 

32. Wisconsin 93 

33. New Mexico 88 

34. Florida 87 

35. Utah 85 

36. West Virginia 84 

37. Kentucky 79 

38. Oklahoma 78 

39. Tennessee 74 

40. Virginia 74 

41. Texas 72 

42. Arkansas 70 

43. Louisiana 70 

44. Alabama 67 

45. Georgia 66 

46. Mississippi 65 

47. North Carolina 63 

48. South Carolina 58 



144 



SURVEY OF THE UNIVERSITY OF NEVADA. 



(d) Amount expended for public schools 
{1912-13), by States, for each adult male 
(1910). 

1. Utah $38.67 

2. North Dakota 33.52 

3. Idaho ' 32.55 

4. New Jersey 29.36 

5. Washington 28.54 

6. Montana 28.50 

7. CaUfornia 27.76 

8. Nebraska 26.07 

9. Minnesota 24. 54 

10. Colorado 24.02 

11. Iowa 23. 57 

12. Oregon 23.50 

13. Arizona 23.34 

14. South Dakota 23.28 

15. Indiana 23.15 

16. Massachusetts.-.. 22 96 

17. Kansas 22.23 

18. New York 21. 87 

19. Illinois 21.82 

20. Michigan 21. 56 

21. Ohio 21.11 

22. Pennsylvania 20.17 

23. Connecticut 19.66 

24. Wisconsin 18.56 

25. Oklahoma 17.99 

26. Vermont 17.10 

27. Rhode Island 16.95 

28. Wyoming 16.72 

29. Missouri 15.96 

30. Nevada 15.62 

31. Maine 15.27 

32. West Virginia 14.99 

33. Texas 14.44 

34. Maryland 13.55 

35. New Hampshire 13.55 

36. Florida 12.29 

37. New Mexico 11. 79 

38. Kentucky 11.77 

39. Louisiana 11.76 

40. Arkansas 10.81 

41. Tennessee 10.61 

42. Virginia 10.47 

43. Delaware 9.85 

44. Georgia 8.70 

45. North Carolina 8.03 

46. Alabama 7.94 

47. South Carolina 7. 68 

48. Mississippi 6. 57 



(e) Amount expended on public schools, by 
States, for each child 5 to 18 years of age 
(1913-14). 

1. Cahfornia $49. 58 

2. Montana 41.48 

3. Nevada 40.72 

4. Washington 40. 57 

5. Arizona 37. 15 

6. Utah 34. 68 

7. Oregon 34.63 

8. New Jersey 34.47 

9. North Dakota 34.17 

10. Idaho 33.71 

11. Wyoming 33. 13 

12. Massachusetts 31. 68 

13. Colorado 31.02 

14. Minnesota 30.78 

15. Nebraska 29.86 

16. Ohio 29.60 

17. Connecticut 29.39 

18. New York 29.29 

19. Indiana 28. 73 

20. Iowa 28.17 

21. Illinois 26.48 

22. Kansas 25.87 

23. Michigan 25.66 

24. Pennsylvania 25. 57 

25. South Dakota 24. 77 

26. Maine 23.68 

27. Vermont 23. 36 

28. New Hampshire 21. 59 

29. Rhode Island 20.97 

30. Wisconsin 20. 59 

31. Missouri 19.88 

32. Maryland 15. 70 

33. West Virginia 14.00 

34. Oklahoma 12.65 

35. New Mexico 12.02 

36. Florida 11.81 

37. Delaware 11.76 

38. Texas 10.86 

39. Kentucky 9.76 

40. Louisiana 8. 69 

41. Tennessee 8.67 

42. Virginia 8.54 

43. Arkansas 8. 24 

44. North Carolina 6. 64 

45. Alabama 6.22 

46. Georgia 6.21 

47. South Carolina 5. 60 

48. Mississippi 4.53 



APPENDIX. 



145 



(/) Receipts of higher educational institu- 
tions, including normal schools, per 
capita of population {1913-14)- 

1. Delaware $5.65 

2. Arizona 2.94 

3. New Hampshire 2. 62 

4. Nevada 2.63 

5. Massachusetts 2. 51 

6. Connecticut 2.43 

7. Wisconsin 2. 33 

8. California 2.30 

9. North Dakota 2.17 

10. Minnesota 1.99 

11. Oregon 1.83 

12. New York 1.77 

13. IlUnois.... 1.768 

14. Iowa 1.714 

15. Washington 1. 711 

16. South Dakota 1.64 

17. Nebraska.... 1.54 

18. Maryland 1.46 

19. Virginia 1. 45 

20. Montana 1.44 

21. Colorado 1.43 

22. Kansas , 1.38 

23. Utah ' 1.38 

24. Vermont 1.35 



(/) Receipts of higher educational institu- 
tions, including normal schools, per 
capita of population (1913-14) — Con. 

25. Michigan $1.35, 

26. Wyoming 1. 32 

27. Idaho 1.279 

28. Maine 1. 277 

29. South Carolina 1. 04 

30. Ohio 1.01 

31. Pennsylvania 1. 00 

32. Rhode Island 93 

33." New Mexico 92 

34. Texas 83 

^5. New Jersey. .'. 81 

36. Indiana 77 

37. North Carolina 75 

38. West Virginia 71 

39. Missouri 70 

40. Louisiana 68 

41. Tennessee 67 

42. Mississippi 63 

43. Florida 60 

44. Alabama 57 

45. Georgia 54 

46. Oklahoma 51 

47. Kentucky 47 

48. Arkansas 33 



(g) Vocations of graduates of classes, 1906-1916. 



Vocations. 


1906 


1907 


1908 


1909 


1910 


1911 


1912 


1913 


1914 


1915 


1916 


Total. 


Education: 

Superintendents and 
principals . 


1 


1 








1 


2 










5 


College instructors 






1 
4 






1 
12 


""9" 


2 


Teachers . 


3 

1 


3 


3 


3 


3 


6 


7 


3 


56 


Music teacher 


1 


Students 












1 


1 


2 


3 


1 


8 


Public service, medicine, jour- 
nalism, etc.: 
Government ^ 






1 





1 
1 


2 


4 


State 


i 

2 














2 


City 




















2 


In Army 




1 
1 


















2 


Me licine 


















1 


Journalism 


















1 




1 


Y. M. C. A. work 


















1 


1 


Y. W. C. A. work .. . 










1 












1 


Business: 

Merchant aad store 


1 




1 
2 








1 


1 






4 


Salesmen, electrical sup- 














2 


Funeral director 






1 
















1 


Architect 




1 


















1 


Land agent and sales- 
man 










1 




1 








2 


Printing 








1 











1 


Demonstrator, farm 
implements 




1 


















1 



98578—17- 



1 Director of extension di^'ision, Umversity of Nevada. 
U. S. Land Service, Mauila. 
U.S. Department of Agriculture. 

-10 



146 SURVEY OF THE UNIVERSITT OF NEVADA. 

(g) Vocations of graduates of classes, 1906-1916 — Continued. 



Vocations. 


1906 


1907 


1908 


1909 


1910 


1911 


1912 


1913 


1914 


1915 


1916 


Total. 


Engineering,^ chemists, in- 
surance, etc.: 
Engineering 


3 
1 


2 

4 


2 
1 

1 
1 


2 

1 


4 
4 


3 
3 


3 
5 


3 
2 

1 


2 

2 


6 


6 
2 


36 


Mining 


25 


Mine superintendent . . . 


2 


Railroad work 






1 








1 






3 


Automobile 






1 






1 

1 






2 


Chemists 










1 


1 




1 


1 


4 


Assayer (State labora- 
tory) 












1 


Insurance 
















1 
1 







1 


Agronomist (experi- 
ment station) 






















1 


Clerk (Wells Fargo) 


















1 




1 


Agriculture: 
Stockmen 


2 


...... 


1 














4 


Dairy and creamery 










1 




2 


Testing 














1 
2 
5 

5 


1 
2 
5 

5 
3 


4 


2 


Farming 




1 
3 

2 
3 


1 
1 

1 
1 








1 

4 

4 


1 
5 

3 


12 


Married women 2 


8 

4 

1 


3 

3 
3 


4 

3 
3 


3 

3 

1 


45 


(Ofthis number the fol- 
lowing were teachers). 
Miscellaneous and unknown 


33 
15 












Total 


25 


20 


18 


15 


24 


18 


23 


25 


22 


36 


27 


254 







J Includes civil, electrical, and mechanical engineering. 2 Covmted only as married women in totals. 
D. SPECIAL STUDENTS. 

(See Chapter V.) 

At a meeting of the university senate held February 3, 1916, the council of adminis- 
tration reported in substance its action for the portion of the then current academic 
year which had elapsed. Its report contained the following statements: 

In the first semester, voted to permit 12 students to register with fewer than 10 
hours; voted to refuse this permission to 3 students. 

Voted to permit 19 students to register for the second semester in fewer than 10 
hours. 

In addition to these votes of the council of administration the committee has the 
report of the registrar, as follows: Special students who took less than 10 hours, first 
semester, 17; second semester, 17. 

Accepting the registrar's figures as representing the actual condition during the 
last academic year (the council's votes were merely permissive and related apparently 
only to the cases brought to its attention), it appears that the university made excep- 
tions of its own rule on this matter in 13.6 per cent of the cases. There may be excel- 
lent reasons why special students should be allowed to pursue courses amounting to 
less than 10 hours a week, but the committee thinks the university had better change 
the regulation than except so high a percentage of candidates from its application. 

The committee would also point out that a large number of special students must 
almost inevitably exercise a depressing effect on the general standards of the university, 
even if no unusual concessions are made in their behalf. Wherever any considerable 
group of unprepared students is congregated in a single class, the progress of that 
class is necessarily impeded. The pace of a class is more likely to be set by those 
at the bottom than by those at the top. The only safeguard against this result is a 
system of ruthless elimination of the laggards. Instructors at the University of Nevada 
are, under the rule quoted below (see p. 84 of the catalogue of April, 1916), allowed to 
make necessary eliminations: 

At any time an instructor may drop from the class a student who is seriously neg- 
lecting his work. Notice of such action must be reported by the instructor to the 
registrar and to the chairman of the delinquent scholarship committee. 



APPENDIX. 



147 



Nevertheless, anyone familiar with American higher institutions knows that instruc- 
tors are, as a rule, extremely reluctant to make exclusions on these terms. The com- 
mittee is convinced that a more effective means of maintaining a desired standard 
is for the university to accept only such students as are likely to meet all the require- 
ments of the courses which they elect to follow. That special students tend to rank 
lower than regulars at the University of Nevada (as elsewhere) appears to be demon- 
strated by the tabulation of averages for the year 1915-16, on page 75. 

E. SALARIES, COURSES. AND TEACHING FORCE. 

(See Chapter VIII.) 

(a) Instructors and salaries. 



Courses and instructors. 



Student clock 
hours. 



Salary. 



First 
semester. 



Second 
semester. 



nq- THE YEAB 1914-15. 



Accounting and law: Professor. 
Agronomy: 

Professor (| time) 

Assistant professor 



Total (H) 

Average 

Animal husbandry: Professor... 
Art: Associate professor (J time). 
Biology: 

Professor 

Assistant professor 

Instructor 



Total (3) 

Average 

Chemistry: 

Professor 1 

Instructor (^time). 
Instructor (J time) . 



Total (2) 

Average 

Civil engineering: 

Professor 

Assistant (^ time) . 



Total (1§) 

Average 

Dairying: Assistant professor (J time). 
Economics and sociology: Professor. . . 
Education and psychology: 

Assistant professor 

Assistant professor 



Total (2) 

Average 

English: 

Professor 

Assistant professor . 
Instructor 



Total (3) 

Average 

Electrical and mechanical engineering and mechanic arts: 

Professor 

Assistant professor (J time) 

Instructor (J time) 

Assistant professor 

Assistant (J time) 

Associate professor (? time) 

Assistant professor (| time) 

Assistant i 



Total (4^). 
Average . . 



$2,400 



350 
1,800 



2,150 

1,882 

2,400 

600 

2,400 
1,500 
1.500 



5,400 
1,800 



2,400 
353 



,677 



2,400 
261 



2,661 

1,995 

900 

2,400 

1,500 
2,000 



3,500 
1,750 

2,400 
2,000 
1,600 



6,000 
2,000 

2,400 
725 
125 

1,800 
247 

1,200 
917 
45 



7, 459 
1,790 



162 



162 
142 
156 
290 

316 
25 
190 



531 
177 

316J 
481 



797J 
399 

221 



301 



140 



548 
274 

160 

298 
236 



694 
231 

268^ 



455 



247* 
189| 



1,160 
279 



101 



76 



114 
100 
120 
260 

2294 

247 

220 



696^ 
232 

268 

'34i' 



304 
324 



371i 
279 



391 

160 



551 
275 

123 

267 
269 



659 
219 

170 
160^ 

33 
643i 

56 

35 



264 



1 Gave assistance during the illness of an instructor. 



148 



SURVEY OF THE UXIVEESITY OF NEVADA. 
(a) Instructors and salaries — Continued. 



Courses and instructors. 


Salary, 


Student clock 
hours. 


First 
semester. 


Second 
semester. 


IN THE YEAR 1914-15— Continued. 
Geology and mineralogy: Professor 


$2,100 
1,500 

1,200 
1,800 


242 
146 

9 
29 


316 


German language and literature: Instructor 


112 


Greek language and literature: 

Professor Latin (i time) 


12 


Professor Greek (f time) 


22 






Total (li) 


3,000 
2,400 

2,400 
1,500 


38 
30 

206 
103 


34 


Average . . . 


27 


History: 

Professor 


185 


Instructor 


88 






Total (2) 


3,900 
1,950 
1,800 

1,200 

1,200 

600 


309 
154 
322 

35 

74 
24 


273 


Average 


137 


Home econonucs: Associate professor 


252 


Latin language and literature: 

Professor {h time) 


37 


Professor (1 time) 


81 


Professor of Greek (^ time) 


24 






Total (U) 


3,000 
2,400 

2,400 
301 
600 
160 


133 
106 

455 
93 


142 


Average 


114 


Mathematics: 

Professor 


286 


Assistant (^ time) 


33 


Instructor (J time) 


113 


Instructor (| time) 




51 








Total (2) 


3,461 
1.730 

3,000 
1,000 


548 
274 

74 
55§ 


483 


Average 


241 


Mining and metallurgy: 

Professor 


80 




78§ 






Total (U) 


4,000 
2,666 
1,500 
2,400 
1,500 
2,400 
200 

2,500 

1,000 

2,500 

900 

2,500 
1,600 
1,500 


87 
156 
391 
136 
259 


158i 
105 




Music: Instructor . . .... 


134 


Physics: Professor 


248 


Physical education for women: Instructor 


128 




224 


Veterinary science* Professor (i time) 


104 


IN THE YEAR 1915-16. 

Accounting and law: Professor 


80 
176 
247i 
260 

505i 

63" 

410i 


115 


Agronomy: Professor (^ time) 


281^ 


Animal husbandry Professor 


169 


Art: Associate professor (J time) 


330 


Biology: 

Professor 


211 


Assistant professor 


313* 


Instructor 


255 






Total (3) 


5,600 
1,867 

2,500 


979 
326 

420 

20 

533 


779i 




259 


Chemistry: 


390§ 




8 




1,200 


520 






Total (2J) 


• 3,700 
1,708 

2,500 
222 


973 
451 

245i 
65 


918i 




424 


Civil engineering: 


229* 


Assistant (J time) 


32I 






Total (IJ time) 


2,722 

2,041 

775 

2,500 

3,000 
2,200 
1,500 


310§ 
232 



262 


Average -• . . ............. 


196 


Dairvinp' A<!si<!f'.ant nrnfostjnr (X f■.^'mft^ 


132 


Economics and sociology: Professor 


126 

86 
172 
308 


99 


Education: 

Professor 


60 




225 


Instructor 


455 






Total (3) 


4,000 
1,333 


566 ; 
189 ! 


740 


Average 


247 



APPENDIX. 

(a) Instructors and salaries — Continued. 



149 



Courses and instructors. 



Salary. 



Student clock 
hours. 



First 



Second 
semester. 



English: 

Professor 

Assistant professor. 
Instructor 



IN THE TEAR 1914-15. 



Total (3) 

Average 

Electrical and mechanical engineering and mecham'c arts: 

Professor 

Instructor 

Assistant professor 

Associate professor (J time) 

Assistant {h time) 

Assistant professor (| time) 



Total (4^). 



Geology and mineralogy: Professor 

9erman language and literature: Instructor. 
Greek langauage and literature: 

Professor (f time) 

Professor of philosophy (J tim«) 



Total (I) 

A. verage 

History: 

Professor 

Instructor 

Assistant profeissor {\ time). 



Total (2|) 

Average 

Home economics: 

Associate professor- 
Instructor 



Total (2) 

Average 

Latin language and literature: 

Professor (| time) 

Professor of Greek (i) 

Professor of philosophy <|). 



Total (li). 

Average. . 
Mathematics: 

Professor 

Instructor 



Total (2) 

Average 

Mining and metallurgy: 

Professor 

Assistant professor (J time). 



Total (1§) 

Average 

Music: Instructor 

Philosophy: Professor Q time) 

Physical education for women: Assistant professor. 

Physics: Professor 

Romance languages: 

Professor 

Instructor 



Total (2). 
Average. 



$2,500 
2,000 
1.600 



6,100 
2,033 

2,500 

1,437 

1,800 

900 

270 

300 



7,207 
1,849 
2,300 
1,500 

1,800 
300 



2,100 
2,400 

2,500 

1,500 

300 



4,300 
2,006 

2,000 
1,000 



3,000 
1,500 

1,900 
700 
500 



3,100 
2,480 



2,500 
1,350 




4,000 
2,666 
1,500 
1,600 
l,i)00 
2,500 



192 
282 
235 



709 
236 

123 

254 

299i 

165 

120 



961^ 
231 
222J I 

169 1 

23 



32 
361 

240 
93 
15 



348 
162 



252 
64 



316 

158 

75 
24 
25 



124 



206 
240 



446 
223 



105 
172 




147 
270 



719 
239 

156 
21 7§ 
244J 
165 
247i 



,030^ 
24; 
202 
H& 

19- 
6 



25 



228 

97 



333 
155 



303 
115 



418 
209 

82 
21 
25 



128 
102 



125 
205 



330 
165 



93 


51 


97 


106 


190 


• 157 


127 


105 


196 


174 


27 


73: 


184 


170' 


448i 


391 



150 SURVEY OF THE UNIVERSITY OF NEVADA. 

(6) Courses given during first semester, 1915-16. 



Courses. 



Title of course. 



Hours per week. 



Hours 
credit. 



Lec- 
tures. 



Labo- 
ratory. 



Men. 



Wom- 
en. 



-Accounting: 

21 

22 

Agriculture (teaching). 

Agriculture 

■Agronomy: 

1 

23 

27 

Animal husbandry: 

3 



Art: 



21 

22 

Arts, manual 5 . . . 
Biology: 

Botany— 

2 

21 

22 

Hygiene— 

1 

23 

2 

Nature stuly. 
Zoology— 

1 



25. 
Chemistry: 

1 

2 

3 

4 

5 



10 

11 

24 

25 

31 

Civil engineering: 

21 

22 

23 

24 

25 



28a. 



Development of thought. 
Economics: 

la 

24 

31 



Education: 

22 

24 

2b 

2c 

3 

4 



Advanced accounting . 

Cost accounting 

Teaching agriculture . , 
Practicums 



Elementary 

Cereals 

Farm management. 



Dairying 

Stock ju iging 

Advanced stock judging. 



Elementary art . . 
Elementary art. . 
Teachers' course. 
Advanced art... 
Advanced art... 
Woodwork 



Elementary botany . 

Taxonomy 

Plant physics 



Human anatomy 

Rural hygiene 

Physiology and hygiene. 
General nature study 



General zoology 

Comparative anatomy. 
Histology 



Elementary 

Elementary laboratory. 

General chemistry ". . 

Qualitative analysis 

Quantitati^ e analysis . . 

Volumetric analysis 

Agricultural chemistry. 
Agricultural laboratory. 
In iustrial chemistry . . . 

Technical analysis 

Special analysis 



Surveying 

Highway engineering 

Structural analysis 

Structural design 

Railroad engineering 

Hy Iraulics 

Map drawing 

Reinforce i concrete 

Current engineering litera- 
ture. 

Hvdraulics 

Graphic statics 



la. 

5., 

26.. 



Principles of economy 

Pu' lie control of industry. . 
Introduction to study of so- 
ciology. 



History of education 

High-school organization 

Methods in language 

Methods in geography 

Chili literature 

Elementary practice teach- 
ing 

Principles of teaching 

Elementary psychology 

Advanced practice teaching . 



APPENDIX. 

(6) Courses given during first semester, 1915 16 — Continued. 



151 



Title of course. 



Hours 
credit. 



Hours per week. 



Lec- 
tures. 



Labo- 
ratory. 



Men 





Wom- 




en. 


6 





10 





6 





8 





8 





15 


14 


16 


12 


11 


17 


22 


6 


13 


3 


12 





2 


18 


23 


8 


1 


19 


2 


2 


1 


9 





1 





1 





15 





9 





1 


1 


8 


1 


17 





8 





9 


1 


8 


1 


4 


1 





1 





1 





4 


10 


10 





15 





6 





7 


8 


4 


8 





11 





12 





6 


1 


2 


2 





4 





1 





1 


2 


8 


38 


3 


7 





14 


3 








5 


4 





3 


10 





1 


1 


3 


1 


2 





4 


5 


5 


1 


2 





2 


1 


2 





17 





14 





10 





9 



TotaL 



Electrical engineering 
23 

25 

26 

21 

Englishi zero 

la 

lb 

Ic 

Id 

2a 

3 

4 

6 

7 

8 

9 

10 

11 

27 

26 

29 

31 

French: 

2 

24 

26 

30 

32 

41 

42 

40 

Geology: 

5 

21 

22 

German: 

1 

2 

3 

3a 

23 

30 

Greek: 

3 

25 

History: 

1 

2 

3 

4 

21 

25 

26 

28 

30 

31 

32.... 

34 

40 

41 

42 

Home economics: 

3!!".*.".V.V.V.V.^^/ 
5 

9 



Advanced alternating cur- 
rents. 

Electric current, Engineer- 
ing laboratory. 

Electric current, Engineer- 
ing laboratory. 

Direct currents. 

Composition and rhetoric 

Composition and rhetoric 

Composition and rhetoric ... 

Composition and rhetoric 

Composition and rhetoric 

Advance i composition 

Argumentation 

History of English Uterature. 

Public speaking 

Expression 

Advanced public speaking. . . 

Advance I expression 

Advanced public speaking . . 

Advanced expression 

Chaucer 

Shakespeare 

OldEngUsh 

Modern drama 

Second year French . .• 

French poetry 

Advanced prose composition 

French dramatists 

Teachers' course 

Old French 

Chateaubriand 

Thesis 

Elementary French 

Elementary 

General geology 

Economic geology 

Elementary German 

Intermediate German 

Introduction to classics 

Prose composition 

History of German literature. 
Middle high German .... 

Elementary Greek 

Anabasis 

Prose composition 

Plato's Republic 

Beginnings of western civili- 
zation. 

Modem Europe 

Womans' history 

American history 

Teachers' course 

Constitutional history of the 
United States. 

Westward expansion 

Nevada research 

Pacific slope 

Principles and practice of 
politics. 

Colonisation 

Economic and political prob- 
lems. 

Thesis 

Graduate thesis 

Comparative Federal insti- 
tutions. 

Elementary 

Food preparation 

Dietetics 

Household administration... 



152 SURVEY OF THE UNIVERSITY OF NEVADA. 

(6) Courses given during first semester, 1915-16 — Continued. 





Title of course. 


Hours 
credit. 


Hours per week. 


Courses. 


Lec- 
tures. 


Labo- 
ratory. 


Men. 


Wom- 
en. 


Total. 


Home economics — Con. 
12 


Elementary sewing 


3 
3 
2 

3 

5 
3 
1 

1 
2 
2 
1 
3 
1 
3 

3 
3 

3 
3 
3 
2 
3 
2 
. 5 
5 
2 

2 
2 
2 

2 
3 
3 
2 
2 
1 
2 
2 

2 

3 

2 
3 
2 

1 
2 

3 
3 
2 

1 
2 

2 
1 
1 

1 

1 

2 
2 
3 


1 



3 

5 
3 

1 
1 
2 
2 
1 
3 
1 
3 

3 
3 

3 
3 
3 
2 
3 
2 
5 
5 
2 





2 

3 
2 



2 

2 

3 

2 







1 
1 

3 
3 
2 

1 
2 

1 

1 


2 
2 
2 
2 
2 
3 


2 
3 
2 



























2 
2 
2 


3 


2 
1 
2 





2 

1 
2 
1 
2 

2 
2 









1 



1 





• 










2 

2 
3 
4 

1 


1 
2 
3 

7 
2 

31 
1 

14 
2 
16 
11 
3 
23 
14 

26 
21 
26 

22 
10 
10 
8 
4 
14 
15 
20 

6 

8 
9 
6 
2 
1 
2 

69 
44 
14 
10 

6 
5 
2 
4 
1 

21 

7 
7 

2 





2 


4 
7 
3 

3 

2 
2 

2 
5 
5 
9 
5 
5 
5 

1 
2 

2 
1 


4 

4 













1 
1 















e 













37 
24 
23 

7 
3 

7 


4 


14...... 


Dressmaking 


7 


20 


Special problems 


3 


Italian: 
1 


Reading and granunar 


5 


Latin: 

C 


4 


D 


Vergil's ^neid 


5 


6 


Advanced prose composition 
Sight translation 


4 


9 


2 


24 




6 


25 


Greek and Roman art 

Ancieat classical myths 

Cicero and Horace... 


5 


30 


9 


1 


6 


3 


Prose composition j . . 


7 


4 


Livy 


8 


Law: 

21 ... 


Elementary law.. . 


8 


23 


Advanced law 


4 


Mathematics: 

7 


Analytic geometry 


33 


3 


Trigonometrv. ... 


2 


20 


Analytic mechanics 


14 


23 


Solid analytical geometry . . . 
Advanced algebra 


2 


1 


20 


2 




11 


7 


Analytic geometrv 


7 


8 


Differential calculus. . 


23 


21 


Mechanics of materials 

Woodshop 


14 


Mechanic arts: 
1 .. .. 


26 


2 


Forge 


21 


3 


Machine shop 


26 


Mechanical engineering : 


Gas engines 


22 


23 




10 


25.... 


Thprm Ofi vnamiois 


10 


28 


Valve gears 


8 


30 


Experimental engineering. . . 


4 


2 


15 


3 


Free-hand drawing" . . . 


16 


1 


Power and power transmis- 
sion. 
Industrial organization 

Copper, lead, and zinc 


20 


27 


6 


Metallurgy: 

24 


8 


21 


9 


25 


Ore dressing 


6 


40 


Research 


2 


41 . . 


Advanced assaying 


1 


42 


Wet assaying method 

Drill 


2 


MiUtary: 

1 .... 


69 


3 


Drill 


44 


23 


Minor tactics 


14 


24 


Duties of commissioned 
officers. 


10 


Mining: 

21 


6 


23 


Lode mining 


5 


25 




2 


26 




4 


40 


Research 


1 


Mineralogy: 

1 


Determinative mineralogy.. 


21 


21 


7 


22 


Optical properties (labora- 
tory). 


7 


Music: 

1 


39 


5 


Methods 


24 


24 




23 


21 


Elementary harmony 

Advanced harmony 


7 


22 


3 


Philosophy 21 


Ethics 


9 



APPENDIX. 

(6) Courses given during first semester, 1915-16 — Continued. 



153 





Title of course. 


Hours 
credit. 


Hours per week. 


Courses. 


Lec- 
tures. 


Labo- 
ratory. 


Men. 


Wom- 
en. 


Total. 


Physics: 


Electric heat and light 

Electric heat and lii?ht 

Electric heat (laboratory) . . . 

Electrical measurements 

Freshmen . . 


4 
5 
2 

3 

2 
2 
2 


3 
5 






1 


3 

2 
2 
2 


1 

2 



1 







22 
29 
33 

I 







1 



44 
33 
5 
8 
5 


23 


2 


29 


3 


33 


21 


2 


Physical education 

2 


44 




33 


11 


Advanced work 


5 


12 


Material course 


8 


21 ... 


History of physical education 
Theory and practice . 


5 


32 




Spanish: 


Elementary Spanish 

Reading and composition . . . 


6 
3 

28 
2 


15 
5 

1 
3 


21 


2 


8 


3 


29 


23 


Reading and composition . . . 


5 







(c) List of courses given during second semester , 1915-16. 



Courses. 



Title of course. 







Hours per week. 




Hours 
credit. 








Lec- 
tures. 


Labo- 
ratory. 


Men. 


Wom- 
en. 


Total. 


1 





1 


6 


2 


8 


1 





1 


12 





12 


4 


4 





24 





24 


3 


3 





17 





17 


5 


5 





4 





4 


3 


3 





15 





15 


3 


3 





25 





25 


3 


3 





2 





2 


3 





3 


14 





14 


1 


1 





4 





4 


3 


■' 





5 





5 


1 







1 


51 


52 


1 







3 


12 


15 


1 







1 


17 


18 


1 










4 


4 


1 










4 


4 


2 





2 


1 


2 


3 


5 


3 


2 


3 


1 


4 


4 


2 


2 


23 


6 


29 


4 


2 


2 


7 





7 


3 


2 


1 


2 


1 


3 


3 


2 


1 


5 


24 


29 


3 


2 


1 


4 





4 


2 


1 


1 





4 


4 


3 


2 


1 


7 





7 


1 





1 


1 





1 


3 


3 





32 


3 


35 


2 


2 





39 


6 


45 


2 





2 


4 





4 


3 





3 


29 


4 


33 


3 


1 


2 


* 11 





11 


2 


2 





4 





4 


2 


2 





7 





7 


2 


2 








1 


1 


2 





2 





1 


1 


2 





2 


6 





6 


2 


2 





4 





4 


3 





3 


1 





1 


2 


2 





1 





1 


2 


2 





1 





1 


3 


3 





1 





1 



-Accounting: 

21 

22 

Agronomy: 

4 

6 

28 

Animal husbandry 

2 

1 

22 

23 

25 

'28 

Art: 

1 

2 

5 

21 

22 

Arts, manual 5 

Biology: 

Bacteriology 24 

Botany— 

24'.".'.'.'.'.".'.". 

25 

Hygiene 1 

Horticulture 1 . 
Nature study 1 
Zooloey— 

10 

26 

Chemistry: 

1. 

3 

4 

4a 

6 

14 

16 

16 

17 

21 

22 

31 

40 

47 



General accounting 

Cost accounting 

Forage crops 

Farm mechanics 

Irrigation 

Poultry husbandry 

Breeds of live stock 

Genetics 

Live-stock feeding 

Live-stock registration 

Live-stock management 

Elementary art 

Intermediate art 

Teachers' course 

Advanced art 

Advanced art 

Woodwork 

General bacteriology 

Elementary botany 

Cryptogamic botany 

Plant pathology...! 

Human anatomy 

Elementary horticulture 

General nature study 

Economic zoology 

Experimental physiology . . , 

Elementary chemistry 

General chemistry 

Qualitative analysis 

Qualitative analysis 

Volumetric analysis 

Agricultural chemistry 

Agricultural analysis 

Household chemistry 

Household chemistry (labo- 
ratorv). 

Soils..'. 

Soil analysis 

Advanced analysis 

Undergraduate thesis 

Advanced organic chemistry 
Graduate thesis 



154 SURVEY OF THE UNIVERSITY OF NEVADA. 

(c) List of courses given during second semester, 1915-16 — Continued. 



Courses. 



Title of course. 



Hoiu-s 
credit. 



Hours per week. 



Lec- 
tures. 



Labo- 
ratory. 



Men. 



Wom- 
en. 



Civil engineering: 

1 

21 

26 

27 

24 



29 

Dairyings 

Development of thought 
Economics: 

lb 

23 



Education: 
22 



23. 



Electrical engineering: 

24 

25 

26 



22.. 
27.. 
English: 
la... 
lb... 
Ic... 
Id... 
3.-.. 
4.... 



7.... 
8..., 
9..., 
10... 
11... 
26... 
28... 
35... 
21... 
French: 
1.... 
2.... 
24.. 
26.. 
31.. 



41... 
42... 
60... 
Geology: 
22... 
23... 
24a.. 
24b . 



27... 
40... 
German : 
1.... 
2.... 



Map drawing 

Surveying 

Sewerage 

Masonry construction 

etructural design 

Advanced graphic statics. 

Seminar 

Reinforced concrete 

Water-power engineering.. 

Engineering Uterature 

Graphic statics 

Principles of dairying 



Principles of economics. 

International trade 

Social betterment 



History of education 

Methods in arithmetic — 

Methods in history 

Child literature 

Practice teaching 

School law and management . 

Child study 

Priaciples of education. . . 
High-school practice teaching 



Electric railways 

Electrical engineering 

do 

Electrical design 

Elements electrical engineer- 
ing. 

Alternating currents 

Power plants 



Composition and rhetoric. . . 

do 

do 

do 

Argumentation 

History of English literature . 

PubUc speaking 

Expression 

Advanced pubUc speaking . . 

Advanced expression 

Advanced public speaking. . 
Advanced expression 



Milton 

Modem English grammar 

Short story 



Beginning French 

Second-year French 

French poetry 

Advanced prose composition 

Modern drama 

Teachers' course 

Old French 

Romantic school 

Thesis 



Historical geology 

Petrography 

Petrography (laboratory) . , 

do 

Economic geology 

Field geology 

Research geology 



Beginning German 

Intermediate 

Introduction to classics 

Advanced composition 

History of German literature. 

Teachers' course 

Middle German 



APPENDIX. 155 

(c) List of courses given during second semester, 1915-16 — Continued. 



Courses. 



Greek: 
1.. 
lb 



History: 
1.... 



26... 

History: 

31... 



Home economics: 

2 

4 

5 

10 

13 

15 

Italian 1 

Latin: 

C 

D 

2 

3 

5 

6 

9 

24a 

25a 

30 

Law: 

21 

23 

Mathematics zero. 

7 

20 



B 



Mechanic arts: 

1 

2 

3 

4 

5 

Mechanical engineering: 

4 

5 

25 

29 



24... 

MiUtarv: 

1... 

2... 



Title of course. 



Anabasis 

do 

Demosthenes and Plato . 



Beginning western civiUza- 

tion. 

Modern Europe 

Woman in history 

American history 

Teachers' course 

Constitutional history of the 

United States. 
Westward expansion 



Principles and practice of 
poUtics. 

Economic and political prob- 
lems. 

Colonial government 

Pacific slope 

Thesis 

Thesis, graduate 

Federal institutions 



Elements of home economics. 

Food preparation 

Dietetics 

Household administration. . . 

Elementary sewing 

Dressmaking 

Beginning Italian 



Beginning Latin 

Vergil's ^Eneid 

Horace and Seneca 

Prose composition 

Plautus and Terence 

Advanced prose composition 

Sight translation 

Tacitus, Agricola 

Modern arts 

Ancient mythology 



Elementary law 

Advanced law 

Elementary algebra 

Analytical geometry. . . 

Analytic mechanics 

Trigonometry 

Differential calculus.... 

Integral calculus 

Vector analysis 

Mechanics of materials . 

Theory of equations 

Plane geometry 



Wood shop 

Forge 

Machine shop 

Foimdry 

Shop management , 



Mechanical drafting 

Kinematics 

Thermodynamics 

Pumping machinery 

Experimental engmeering . 

Mechanical drawing 

Free-hand drawing 

Descriptive geometry 

Steam boilers 



Infantry drill 

Regular and guard manual . . 

Advanced infantry drill 

Regular and minor tactics. . , 

Minor tactics 

Duties commissioned oflBcers. 



Hours 
credit. 



Hours per week. 



Lec- 
tures. 



2 





2 





3 





2 





2 





2 





2 





3 


3 


2 


2 


2 


2 


1 





2 





2 





3 


3 



Labo- 
ratory. 



Men. 



Wom- 
en. 



Total. 



43 



156 SURVEY OF THE UNIVERSITY OF NEVADA. 

(c) List of courses given during second semester, 1915-16 — Continued. 



Courses. 



Title of course. 



Hours 
credit. 



Hours per \y^eek. 



Lee- 



Labo- 
ratory. 



Men. 



Wom- 
en. 



Total . 



Mineralogy: 

2 

3 

Mining: 

22 

24 

26 

27 

28 

29 

30 

42 

Metallurgy: 

22 

23 

26 

Music: 

1 

5 

21 

22 , 

24 

PMlosophy: 

2 

21 

Physics: 

1 

2 



Physical education: 

1 

2 

12 

21 



Spanish: 

2.*.'.' 
3... 



Blowpipe analysis 

Descriptive mineralogy. 



Placer mining 

Economics of mining. 

Seminar 1 

Seminar 2 

Mining law 

First aid 

Mining trip 

Tin mining 



Assaying 

General metallurgy. 
Gold and silver 



Elementary music . . 

Methods 

Harmony 

Advanced harmony. 
Chorus 



Elementary logic. 
Etbics 



Electricity, light, and sound. 
Electricity, Ught, and sound. 
Electricity, light, and sound 
Electrical measurements — 
Electric lighting — 



Material course 

History of physical education 
Theory and practice 



Begiiming Spanish. 

Second year 

Conversation 

Classics 



13 



{d) Annual salaries of employees, arranged according to amount. 



1914-15 



1915-16 



President i 

Professor of accounting and law, vice president 

Dean in education 

Professor of agronomy, dean of college of agriculture , 

Professor of electrical and mechanical engineering, dean of college of engineering. 

Professor of Greek language and literature, dean of college of arts and sciences 

Professor of mining and metallurgy, director of Mackay school of mines 

Director of Nevada agricultural experiment station, entomologist 

Director of State hygienic laboratory, bacteriologist 

Director of Smith- t>cver agricultural extension and boys' club leader 

Director of State veterinary control service, bacteriologist and veterinarian 

Professor of animal husbandry 

Comptroller 

Professor of chemistry 

Professor of sociology and economics 

J'rofessor of civil engineering 

Professor of Latin language and literature 

Professor of Romance language and literature 

Professor of biology 

Professor of physics 

Professor of mathematics 

Professor of English language and literature 

Professor of history and political science 

Commissioner pure food and drug control and weights and measures laboratory. . 
In charge range improvement agricultural experiment station 



$6,000 
3,000 



3,000 
3.000 
3,000 
3,000 
3,000 



3,000 
2, 600. 
2,500 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 
2,400 



$6,000 
3,000 
3,000 
3,000 
3,000 
3,000 
3,000 
3,000 
3. 000 
3,000 
3,000 
2,500 
3,000 
2,500 
2,500 
2,500 
2.500 
2,500 
2, 500 
2.600 
2,500 
2,500 
2,500 
2.500 
2.500 



APPENDIX. 

(d) Annual salaries of employees, arranged according to amount- 



157 



-Continued. 



1914-15 



1915-16 



Chemist, Nevada agricultural experiment station 

Meteorologist, agricultural experiment station 

Librarian 

Professor of philosophy 

Director of State hygienic laboratory 

Dean of women . . /. 

Associate professor of education 

Professor of geology and mineralogy 

Assistant bacteriologist and veterinarian, Nevada agricultural experiment station. 

Veterinarian, Smith-Lever agricultural extension 

Associate professor of English language and literature 

Assistant professor of mining and metallurgy 

Associate professor of home economics ' 

Associate professor of art and drawing 

Assistant professor of agronomy 

Assistant professor of electrical and mechanical engineering 

Farm foreman 

Superintendent of buildings and grounds 

Assistant professor of education 

Assistant professor of P nglish language and literature 

Assistant professor of education 

Instructor of history and political science 

Instructor of music'. 

Assistant professor of electrical and mechanical engineering 

Assistant professor of dairying 

Home economics, Smith-Lever agricultural extension 

Assistant professor of botany and horticulture 

Instructor of biology .' 

Assistant professor of German language and literature (April, 1916) 

Director, physical education for men 

Assistant professor of physical education for women 

Master of Lincoln Hall . /. 

Assistant professor of Romance languages and literature 

Instructor, electrical and mechanical engineering 

Matron of Man:ianita Hall 

Instructor of mathematics 

Analyst, State mining laboratory 

Assistant comptroller 

Secretary to president 

Registrar 

ClerK.. 



Assistant entomologist, Nevada agricultural experiment station 

Assistant chemist, Nevada agricultural experiment station 

Instructor of chemistry 

Head janitor 

Inspector, pure food and drug control and weights and measures laboratory . 

Emeritus 

Emeritus 

Assistant, agronomist, Nevada agricultural experiment station 

Farm foreman 

Plumber, buildings and grounds 

Fireman, heating plant 

Fireman, heating plant 

Assistant professor electrical and mechanical engineering 

Observer, Nevada agricultural experiment station 

Carpenter, buildings and grovmds 

Greenhouse man 

Night watchman 

Chemist, pure food and drug control and weights and measures laboratory.. 

Veterinarian, State veterinary control service 

Bandmaster, military science and tactics 

Commandant, military science and tactics 

Matron of hospital 

Secretary to board of regents 

Librarian, Nevada agricultm-al experiment station 

Stenographer, Nevada agricultural experiment station 

Dairy husbandman, Smith-Lever agricultinral extension 

Principal, Tonopah school of mines 

Professor of education 

Chemist, pure food and drug control and weights and measures laboratory. . . 
Instructor, home economics 



82,400 
2.400 
2,400 
2,400 
2, 400 



2 200 I 

2,100 

2.000 

2.000 

2.000 

2,000 

1,800 

1,800 

1,800 

1,800 

1,800 

1,800 

1,800 

1,600 



1,500 
1,500 



1,500 
1,500 
1,500 
1,500 
1,200 
1,500 
1,500 



1,272 
1,200 



1,200 
1,200 
1,200 
1,200 
1,200 
1,200 
1,200 
1,200 
1.200 
1,200 
1,080 



1.080 
1,000 



2.000 
1,000 
900 
900 
900 
900 



500 

450 

300 

300 

400 

1.800 

2,250 

2,400 



$2,500 
2,500 
2.400 
2.400 



2.200 
2.200 
2.300 
2.200 
2,200 
2.000 
2.000 
2.000 
1,800 



1,800 



1,600 
1,500 
1,500 
1,500 
1,800 
1.800 
1,600 
1,600 
1,500 
1.500 
1.200 
1,500 



1.500 
1.500 



1.500 
1,500 
1.500 
1,200 
1,200 



1,200 



1,200 
1,200 
1,200 
1,200 
1,200 
1,200 
1,200 
1,080 
1.000 
1,080 



900 
900 
900 
900 



1,600 
696 
500 
450 
300 
300 
400 
1.800 
2.250 



900 
,000 



158 



SURVEY OF THE XJNIVEESITT OF NEVADA. 

(e) Annual salaries of employees, by departments. 



1914-lc 



1915-16 



Administration. 



Accounting and law . 
Agronomy 



Animal husbandry. 
Art and drawing. . . 
Biology 



Chemistry. 



Civil engineering 

Dairying 

Economics and sociology. 
Education 



Electrical and mechanical engineering . 



English language and literature. 



Geology and mineralogy 

German language and literature. 
Greek language and literature... 



History and political science. 
Home economics 



Latin language and literature. 
Mathematics 



Mining and metallurgy . 



Military science and tactics. 



Music 

Philosophy 

Physical e^ducation for women 

Physical education for men 

Physics 

Romance languages and literature 



Dean of women 

University residences. 



Library 

University hospital 

Buildings and grounds. 



University farms. 



Emeritus. 
Do... 



President 

Secretary board of regents 

Secretary to president 

Registrar 

Comptroller 

Clerk 

Assistant comptroller .° 

Professor and vice president 

Professor and dean of college of agriculture. 

Assistant professor 

Professor 

Associate professor 

Professor 

Assistant professor botany and horticulture 

Instructor 

Professor 

Instructor 

Professor 

Assistant professor 

Professor 

Professor 

Associate professor 

Assistant professor 

Dean in education 

Associate professor 

Instructor 

Professor and dean college of engineering. . . 

Assistant professor 

Assistant professor 

Assistant professor 

Instructor : 

Professor 

Assistant professor 

Instructor 

Professor 

Instructor 

Professor and dean college of arts and 

science. 

Professor 

Instructor 

Assistant professor 

Instructor 

Professor 

Professor 

Instructor 

Professor and director Mackay school of 

mines. 

Assistant professor 

Commandant 

Bandmaster 

Instructor 

Professor 

Assistant professor 

Director 

Professor 

Professor 

Assistant professor 

Dean 

Matron— Manzanita 

Master— Lincoln 

Librarian 

Matron 

Superintendent 

Head janitor 

Plumber 

Carpenter 

Fireman, heating plant 

Fireman, heating plant 

Greenhouse man 

Night watchman 

Foreman 

Foreman 



S6,000 
300 
1,200 
1,200 
2,400 
1,200 



3,000 
3,000 
1,800 
2,500 
1,800 
2,400 
1,500 
1,500 
2,400 
1,200 
2,400 



2,400 
2,400 
2,200 
1,800 



3, 000 
1,800 
2,000 



2,400 
2,000 
1,600 
2,100 
1, 500 
3,000 

2,400 
1,500 
1,800 



2.400 
2,400 
1,200 
3, 000 

2,000 
500 
096 
1,500 
2,400 
1, 500 
1,200 
2,400 
2,400 



1,272 
1.500 
2, 400 

450 
1, 800 
1,200 
1,080 

900 
1,000 



900 

900 

1.800 



1,200 
1,200 



APPENDIX. 

(e) Annual salaries of employees, by departments — Continued. 



1^9 







1914-15 


1915-16 


PUBLIC SERVICE DIVISION. 

Nevada agricultural experiment station . 


Director and entomologist 


$3,000 
2,000 
1,200 
2,400 
2,400 


$3,000 


Bacteriologist and veterinarian 


2,400 










Chemist 


2,500 
2,500 














Assistant bacteriologist and veterinarian . . 


2,000 
1,000 


2,200 
900 




Officer in charge of range improvement, 

Agricultural experiment station. 
Assistant agronomist 


2,500 
1,200 




1,080 

300 

400 

1,200 

3, 000 

1,800 

2,000 

1,600 

600 




Librarian 


300 






400 




Assistant entomologist . . 


1,200 




Director and boys' chib leader 


3,000 




Dairv husbandman 


1,800 




Veterinarian 


2,200 






1,600 


State veterinarv control service . . 


Director 


600 




Veterinarian 


1,600 








3,000 




Director 


2,400 
2,400 

1,200 


Pure food and drug control and weights 
and measures laboratory. 




2,500 

1,200 


Inspector 




Chemist 


900 




Chemist 


900 












Analyst 












1,500 


Tonopah school of mines 


Principal ... . 


2,250 


2,250 


Engineering experimentation 


Director 











160 



SURVEY OF THE UNIVERSITY OF NEVADA. 






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F. ANALYSIS OP COSTS. 



VADA, TOTAL EXPENDI- 



(a) 1914-15. 



CoDstruction and land, $8,151.95., 



i^iuiy uuiiaing 558 

Evans tract 7 S37 

Experiment station '— ' 



DauT building $58,00 

256.45 
1,151.96 



. 'eooioo 

19, 199. 70 



operating 



Extension and Industrial service, 



Food and drug control.. 43,623.98 
State analytical labora- 

State hygienie labora- 
tory. 5,121.21 

Veterinary control serv- 
ice 214.52 

Weights and measures. . 2, 444. 53 

Engmeering e x p e r i - 
mentation 1,322.63 

Tonopah school ofmines 451. 25 

Agricultural e x p e r i - 
ment station 31,656.35 

Extension (agricul- 
tural) 7,493.40 



(Library books and supplie 
College of art^ and sciences 
College of engineering 
College of agi'ioulture. . . , .' 



[College of arts ahd .sciences . 
College of engineering. .. 

ICollege of agriculture 

ISummer school 







Labor, 


Administration . 


^^^ 


ment,a°'l 
supplies. 


















































TliXn^teYe- 




1,152.91 


graph, and 






AdveSfsliSi::::: 




'■ir^ 


Repairs.'.'.'.'.'.'.;:: 




13,953.25 
1,152.19 






423.70 


and Water...:. 




1, 229. 18 


liff:™'.::::::: 

Insurance 




'•^■t^ 






1,849.72 


19.148.69 


28,417.08 



fState universit: 



1915-16. 
JNIVERSITY OP NE- 
VADA, TOTAL EXPENDI- 
TURES, i284,838.S0. 



irsity, es 
8206,089.! 



Construction and land, 



Special funds, 828,727.47 




Food and drug control $6, 477. 79 

State analytical laboratory 2,995.68 

State hygienic laboratory 5, 685. 51 

Veterin'ary control 1, 604. 11 

Engineering experimentation 3, 099. 77 

Live stock commission 12,809.74 

Tonopah school of mines 2, 542. 98 

Educational survey 749.45 

Agricultural expermient station 31, 920. 65 

Agricultural extension 11,863.88 

79,749.56 



98678-17. (To face page 162.) 



APPENDIX. 



163 



(c) Building costs. 
SPACE USED IN COMMON, 



Buildings. 



Museum (in Mackay school of mines) . 
Library 

Ladies' rest room 

Men's rest room 

Administration 

Gymnasium 



Total. 



INSTRUCTIONAL SPACE. 



Square 

feet. 



2,810 
4, 938 
610 
152 
2,336 
7,335 



18.181 



Cost. 



S22, 255. 00 

10. 000. 00 

1.017.50 

347. 46 

5, 482. 20 

2, 000. 00 



41, 102. 16 



Cost per 

square 

foot. 



$2.26 



Mininf (Mffl^ay spliool^ 


8,758 
7,158 
8.661 
6:8.37 
6.023 
10, 302 
7,405 
5,098 
605 


1 
$70,474.00 i 




40,000.00 1 




11.498.00 i 




7, 000. 00 


Chemistry 


12,000.00 

17, 482. .50 : 


Stewart Hall 


Morrill Hall 


17, 334. 59 


Dairy 


4,800.00 1 


Hatch 


8,000.00 1 






Total - - - - 


56,847 : 188,589.09 ; S3. 31 






Grand total 


75,028 ^ 229.691.25 ': 3. OH 









G. PHYSICAL EDUCATION. 

The committee kas been impressed with the need of additional attention to the 
whole problem of health and body training. At present the university has a com- 
pulsory course in physical training for women and in military training for men. 
Both of these departments are well conducted, considering the equipment available. 
The military department will receive an additional Federal oflSicer and much new 
equipment under the provision of the new national defense laws. Military drill is 
a valuable form of mental and physical education. When the revised course is 
organized the department will be even better equipped to offer such training. Even 
with the best system of military training, however, the committee believes that the 
men should have further physical training and instruction in hygiene. At present 
military drill is required four times a week. As soon as it is possible to establish 
a department of physical education for men the number of drill periods may be 
reduced to three per week and two hours' additional work may be required ir*» 
hygiene, corrective gymnastics, and recreational games. Arrangements should be 
made for conducting adequate physical examinations, and full authority should be 
granted the examining officers to exclude from the university physically unfit persons, 
especially those suffering from communicable diseases. 

Additional facihties should be provided for recreational sports, such as tennis, 
handball, swimming, baseball, hockey, etc. Shower baths and sanitary lockers 
should be installed. 

Habits of outdoor t-xercise and care of the health are among the most valuable 
lessons which can be learned by college men ; too many students fail to obtain these 
benefits. The increased use of bleachers, and the corresponding decrease in par- 
ticipation in recreational sports among the student body at large, is a matter which 
has engaged the serious consideration of all university authorities. The conditions 
at the University of Nevada are not especially bad, but the great need here, as else- 
where, is for more educational supervision. To this end a larger portion of the 



164 SURVEY or THE UNIVERSITY OF NEVADA. 

university budget should be devoted to an adequate rational plan of physical training 
for all students. 

The university is fortunate in being able to avail itself of the services of the 
physician in charge of the State hygienic laboratory to conduct its physical examina- 
tions and to give instruction in hygiene. This officer, together with the director of 
physical education for men, the commandant of cadets, the director of physical 
training for women, and the dean of women might well be constituted an advisory 
faculty committee in physical education. Physical education is a phase of uni- 
versity instruction which the committee feels needs the organized attention of a 
sympathetic faculty group. 

The college hospital siiggests what might well be the beginning of a general infirmary 
system similar to but on a smaller scale than the excellent one which has been 
established at the University of California. Aside from its direct benefits, such an 
institution in a university is a helpful object lesson in teaching young people how 
and when to avail themselves of necessary medical and dental assistance. 



APPENDIX. 



165 



H. ADDITIONAL STUDENT DISTRIBUTION, FROM MAP. 

(For Maps 1-5 see text of the report, especially Chapter V.) 




•.—Distribution of students from Nevada, by counties of residence, enrolled in arts and sciences 
during first semester, 1915-16. 



166 



SURVEY OF THE UNIVERSITY OF NEVADA. 




Map 7.— Distribution of students from Nevada, by counties of residence, enrolled in arts and sciences 

during second semester, 1915-16. 



APPENDIX. 



167 




Map 8.— Distribution of students from Nevada, by counties of residence, enrolled in agriculture during 

first semester, 1915-16. 



168 



SURVEY OF THE UNIVERSITY OF NEVADA. 



1 












1 
i 






i 






1 

i 

WASHOE ; 


HUMBOLDT 

1 




1 

i — 
i 


•1 ^i 

I 1 


ELKO 

6 


26 { 




/— 


J 


i \ 






Map 9— Distribution of students from Nevada, by counties of residence, enrolled in agriculture during 

second semester, 1915-16. 



APPKNDIX. 



169 



28 



I 

I 

i 

i / 

^ V 



•i'""*^/ 



DOUGLAS f" ' -^ 






/ 

J 

/ 



EUREKA 
1 



WHITE PINE 

2 




y±AP 10.— Distributioxi of students from Nevada, \>y counties of residence, enrolled in engineering duxlni' 

^st semester, 1915-16. 



170 



SURVEY OF THE UNIVERSITY OF NEVADA. 




Map 11.— Distribution of students from Nevada, by counties of residence, enrolled in engineering during 

second semester, 1915-16. 



APPENDIX. 



171 



WA8HOE 

4 



} 
j 




1 




J 
i 


miuaoLOT 


1 


ELKO 
1 


1 




,-J i \ 






Map 12. — Bistnbution of students from Nevada, by counties of residence, enrolled in mining engineering 

during first semester, 1915-16. 



172 



SURVEY OF THE UNIVERSITY OF NEVADA. 




Map 15.— Distribution of students from Nevada, by counties of residence, ewoJled in mining engineering 
during second semester, 1915-16. 



APPENDIX. 



173 



KUWaOLOT 



X3 ! 



S; 

ormsb;n. '-^°\^v 

DOUGLAS f *- — -^ 

2 1/ 



r^-j — 



ELKO 

2 



I LANDER 



} 

J 



WHITE PfNE. 




Map 14.— Distribution of students from Nevada, by counties of residence, enrolled in normal during first 

semester, 1915-16. 



174 



SUEVEY OF THE UNIVERSITY OP NEVADA. 



HUMBOLOT 



r— -r-- 

J 

i 



ELKO 

*2 



DOUGLAS l"' -^- 

v/ 

i 






/ 



WHJTE PIME 




Map 1'). — Distribution ofstudents from Nevada, by counties of residence, enrolled in norinal during second 

semester, 1915-16. 



APPENDIX. 



175 




SAP« FRANCISCO 

3AM MATEO 
SANTA 



Map 16. — Distribution ol students irom Calilornia, by counties of residence, enrolled in arts and sciences 

during first semester, 19ir)-16. 



176 



SURVEY OF THE TJNIVEESITY OF NEVADA. 




May 17. —Distribution of students from California, by counties of residence, enrolled in arts and sciences 

during second semester, 1915-10. 



APPENDIX. 



177 



SAN FRANCISCO 1 




SAN MATEO 



^ANTA CRUr 



Map 18.— Distribution of students from California, by counties of residence, enrolled in agriculture during 

first semester, 1915-16. 
08578—17 ^13 



178 



SUKVEr OF THE UNIVERSITY OF NEVADA. 




SANTA CRUr 



Map 19— Distribution of students from California, by counties of residence, enrolled in agriculture during 

second semester, 1915-16. 



APPENDIX. 



179 




BAN FRANCISCO 

SAN MATEO 
£ANTA CRUZ: 



S I l--r 

LUIS V^ KERN 1 

OBISPO 'N. \ 

^.^^. \ ; SAN BERNARDINO 

"'sf '^•f-^.^. 1 

SANTA « ^ V^ 

BARBARA I %^ -^ LOS I 

ANQELE8 



Map 20,— Distribution of students from California, by counties of residence, enrolled in engineering during 

first semester, 1915-16. 



180 



SURVEY OF THE UNIVERSITY OF NEVADA. 



S/-.n FRANCISCO 




SANTA CRUZ 



Map 21. 



-Distribution of students from California, by counties of residence, enrolled in engineering during 
second semester, 1916-16. 



APPENDIX. 



181 




SAN FRANCISCO 

SAN MATEO 
6ANTA CRUZ 



Map 22.— Distribution of students from California, by counties of residence, enrolled in mining engineering 

during first semester, 1915-16. 



182 



SURVEY OF THE UNIVEKSITY OF NEVADA. 




Map 23.— Distribution of students from California, by counties of residence, enrolled in mining engineering 

during second semester, 1915-16. 



APPENDIX. 



IHH 




SAN FRANCISCO 

6AN MATEO 
SANTA CRUZ: 



Map 24.— Distribution of students from California, by counties of residence, enrolled in normal during 

first semester, 1915-16. 



184 



SUEVEY OF THE UNIVERSITY OF NEVADA. 



LASSEN 



I f SISKIYOU ' 

-^ 5 / SHASTA I 

I TRINITY f I 

I <h •<! . . 

• : TEHAMA A \ 

.J. \ /.• ! PLUMAS \ 

1 f'* \ ^ ) 

/ \ GLENN L^"^^ >(^;?5il 

FRANCISCO U V** . V C X »«0 .•^ /» ^ 

RAN MATpn 1 'SANTA f.&'y' ^^^ ^V*''*^ -^ S 



SAN MATEO 
SANTA CRU2, 



,A. 



S^ 







"S^ ^-^INOSJ 



TUUABE \ 

\ 



<NYO 
1 



SAN 'y 
LUIS V 



DBISPa s. 

•vr"^"--V'- 

SANTA '. ^ '^ 
BARBARA I % • LOS 
i <<^ \ ANQELES J 



BAN BERNARDINO 



Map 25.-Distribution of students from California, by counties of 




second semester, 1915-16, 



residence, enrolledjn normal during 



